Sensory Impairment Supports

Students who are deaf or hard of hearing, blind or visually impaired, or deafblind have IEP considerations the Special Instructional Factors page addresses directly: communication needs, Braille instruction, assistive technology, and amplification. Alabama's specialized providers extend what an LEA can deliver alone.

• IDEA, 20 U.S.C. §1414(d)(3)(B), IEP special factors;  34 CFR §300.324(a)(2)(iii)–(v) https://sites.ed.gov/idea/regs/b/d/300.324 

• 34 CFR §300.113, hearing aids and external components of surgically implanted medical devices https://sites.ed.gov/idea/regs/b/b/300.113 

• 34 CFR §300.34, related services including audiology, interpreting, and orientation and mobility https://sites.ed.gov/idea/regs/b/a/300.34 

• Alabama Administrative Code, Rule 290-8-9-.07(4)–(7)

Deaf and hard of hearing.  When the communication needs factor is checked Yes for a student who is deaf or hearing impaired, the IEP Team considers the child's language and communication needs, opportunities for direct communication with peers and adults, and the child's preferred communication mode. Public agencies must ensure that hearing aids worn in school are functioning properly and must also ensure the external components of surgically implanted medical devices are functioning, but the agency is not responsible for post-surgical maintenance, programming (mapping), or replacement of the device itself. Use the routine-check practice for FM systems and amplification equipment as well.

Blind and visually impaired.  When the Braille factor is checked Yes, the decision must rest on an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media — including future needs for Braille instruction. Orientation and mobility services support safe, independent travel. Accessible formats (Braille, large print, digital, audio) must arrive at the same time other students receive their materials.

Deafblind.  Students with both hearing and vision loss require coordinated supports; connect with Alabama's specialized provider (below) early rather than waiting until the IEP is complete.

Interpreting services.  Students who use sign language interpretation need qualified interpreters for instruction and for the full range of school activities. Alabama's interpreter licensure board (ALBIT) requirements apply; check the licensure update on the SES Subject Resources page.

• Answer the communication and Braille special factors with evaluation data, not assumptions.

• Establish a routine for checking hearing aids, FM systems, and device external components.

• Order accessible-format materials on the school's textbook order timeline.

• Include interpreting and O&M services on the services page with frequency and location.

• The AT special factor answered Yes with no device or service described in the IEPA device documented without any training or support for the staff and student using it

• AT considered only for communication, not for academic and functional needs

• Accessible-format materials requested after the school year begins

SES Subject Resources  https://www.alabamaachieves.org/special-education/subject-resources/: Assistive Technology section and the alternate-format textbook process for students with print disabilities. See also the  Augmentative and Alternative Communication and Alabama AT Resources pages on this site.