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Toronto Catholic District School Board

 Itinerant Deaf and Hard of Hearing Service

 
As determined by the IPRC giving consideration to the following:

 

Ø Professional assessment:
o An audiological assessment indicating a permanent bilateral hearing loss within the mild to profound range
o Psychological assessment (when deemed appropriate)
o A speech and language assessment (when deemed appropriate)
Ø Classroom documentation:
o Collaboration with school personnel, agencies, classroom teacher, parent(s)/guardian(s) and student
Ø DHH Assessment:
o Academic and functional assessment at the student’s school Students who are Deaf and Hard of Hearing may demonstrate needs in language and speech development and in gaining auditory access to the curriculum
 

 Weekly  Itinerant Support (may vary based on student needs)

 

The D/HH withdrawal support program is for students with a bilateral hearing loss that results in substantial difficulty with communication, language development (English and/or sign), and access to the curriculum.

 
The goal is to help students achieve academic success through the provision of individualized education programming including appropriate accommodations, modifications (if necessary) to the Ministry curriculum, and alternative curriculum, as outlined in their Individual Educational Plan.
 
The students require a quiet environment to learn alternative curricula.
 
Instruction is delivered by a Specialist Teacher of the Deaf.
 
The frequency of support ranges from 1x to 4x per week, based on individual student need.
 
If additional support is required, the student may be considered for an Intensive Support Program for D/HH students.
 
Instructional components of programming might include: Ontario curriculum and alternative curriculum to address specific needs such as hearing loss management and technology, speech, language, auditory skills, and self-advocacy as well as other areas that are developmentally appropriate, such as American Sign Language, social skills, and parental support.
 
In conjunction with the Audiologist, the D/HH teachers monitor equipment use and functionality (e.g., Hearing Aids, Cochlear Implants, FM System/Remote Microphone Hearing Assistance Technology) within the learning environment.  
 
If there are additional academic needs (identified or otherwise) that are not due to the hearing loss (e.g., for mild bilateral impairments), the Special Education Teacher at the school may provide resource support for the academic needs.
 
Collaboration between the D/HH, Regular Class, and Special Education Teachers is imperative. 
 
Monthly Support (may vary based on student needs):
 
The D/HH Itinerant Support program is for students with hearing loss that results in difficulty with communication, language and access to the curriculum.
 
The goal is to help students achieve academic success through the provision of individualized education programming including appropriate accommodations and alternative curriculum, as outlined in their Individual Educational Plan.
 
The students require a quiet environment to learn alternative curricula.
 
Instruction is delivered by a Specialist Teacher of the Deaf.
 
The frequency and duration of support is typically monthly and may vary, based on individual student need.
 
If additional support is required, the student may be considered for Withdrawal Support for D/HH students.
 
Instructional components of programming might include: alternative curriculum such as hearing loss management and technology, speech and auditory skills, social skills, self-advocacy and other areas that are appropriate.
 
In conjunction with the Audiologist, the D/HH teachers monitor equipment use and functionality (e.g., Hearing Aids, FM system/Remote Microphone Hearing Assistance Technology) within the learning environment. They collaborate with the classroom teacher to optimize the listening environment.
 
If there are additional academic needs (identified or otherwise) that are not due to the hearing loss, the Special Education Teacher at the school may provide resource support for the academic needs. Collaboration between the D/HH, Regular Class, and Special Education Teachers is essential.