Dual Sensory Impaired

Referral Process

• Speech, language, hearing and vision screening

• Consent for evaluation

• A medical eye exam

• Functional vision observation

• Assessment of speech and language functioning

• Audiological evaluation

• Functional auditory observation

• Intellectual functioning

• Developmental functioning

Eligibility

A. One or more of the following visual impairments:

• A visual acuity of 20/70 or less in the better eye after best correction

• A peripheral field loss

• A progressive vision loss, or

• Other documented visual conditions including but not limited to extreme light sensitivity or lack of contrast sensitivity and

B. One or more of the following hearing impairments:

• Hearing impairment of 30DB or greater unaided in the better ear

• Other documented auditory conditions including but not limited to monaural loss or an inability to screen out auditory background sounds, or

• A progressive hearing loss; and

C. A combination of the visual and auditory impairments as specified above which adversely effects, or has the potential to adversely effect, the student's abilities to acquire information, communicate, or function within the environment, unless special instruction, materials, adaptations, or counseling are provided; or

D. A diagnosed degenerative condition or syndrome which will lead to dual-sensory impairment and is likely to adversely affect the areas listed above.

Support Services

Registry information on all students who are dual sensory impaired shall be submitted to the state's registry of students with dual sensory impairments and to the Florida Instructional Materials Center for the Visually Handicapped as required for access to certain specialized materials.  Students receive instructional support through the special education and related services provided as determined through the individual education plan (IEP) process.  Special education teachers provide:

1. instruction in special education including curriculum and learning strategies, independent functioning, social/emotional behavior, and communication, and

2. skill development through related services including orientation and mobility, physical therapy, occupational therapy, and speech and language therapy.

Other instructional support services included:

• audiology

• counseling provided by qualified personnel

• early identification and assessment

• medical services to determine medically related disability resulting in the need for special education

• parent counseling and training

• psychological services

• recreation

• rehabilitation counseling

• school health services

• social work

• transportation

• transition

Curriculum

Each individual student who is dual-sensory impaired shall be served in any program or combination of programs for handicapped or non-handicapped students where the student can receive appropriate services.

Training

• Functional Behavioral Assessment Training

• Reading Strategies

• Social Skills Training - Project Adventure

• Classroom Engineering & Programming for the Moderate to Severe Population

• Wilson Reading System

• Disability Awareness Training

• Asperger's Syndrome Training

• Peer Pals Training

• More Alike than Different

• Communication: A Keystone to Collaboration

• Disability Awareness & Accommodations for Vocational Courses

• Training for Parents of Students with Moderate to Severe Disabilities

• The Teacher/Paraprofessional Relationship

• Procedural Safeguards - Understanding the Rules