Deaf - Hard of Hearing

PA Communication Plan Sections III and IV

  • June 1st, 2011
  • |
  • Rate This Page:

Section III Academic Level, Assistive Technology, Devices and Services

The IEP team indicates what language and communication supports are needed for the student to participate and make progress in the general education curriculum.

The information in this section should be used to identify specially designed instruction, as well as appropriate accommodations for assessment.

Both assistive technology devices and services must be considered. An assistive technology device means any item, piece of equipment, or product system whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve the functional capabilities of a student with disabilities. An assistive technology device does not include a medical device that has been surgically implanted. An assistive technology service means any service that directly assists a student with a disability in the selection, acquisition or use of a device. This includes any special equipment or technology that students may need to help them participate in school, including state and local assessments, extracurricular activities; and uses the services required for assessment and implementation of these devices.

Additional Considerations for Completing Section III

  • The expectation is that the student be able to participate AND make progress in the general education curriculum.
  • Language and communication supports must be adequate to meet the child’s needs. After discussion, it may be determined that the language and communication supports are not adequate. The IEP team may not simply state no. They will need to determine what the communication needs are and then complete the plan accordingly, i.e., add captioning, use the services of a qualified educational interpreter.
  • Decisions regarding the monitoring of equipment need to be discussed so that the care and responsibilities are clearly indicated.
  • There may be times during the school year where a device may be tested to see if it has a positive impact on access and learning. This trial does not need to be noted on the IEP until it is decided that the device will be used consistently to access the general education curriculum.
  • Refer back to Section 1 concerning the primary language and communication mode checked and ensure that the teacher is proficient in what is specified there.
  • If an educational interpreter is providing services, confirm that he/she is highly qualified according to PA’s Chapter 14 regulations (registered by PA’s Office for the Deaf and Hard of Hearing or have a minimum score of 3.5 on the Educational Interpreter Performance Assessment (EIPA).

Section IV Full Range of Needs

The IEP team discusses and identifies any other additional communication needs of the student that are not addressed prior in this plan.

Additional Considerations for Completing Section IV

Discuss the student’s entire day and consider social, emotional, and cultural needs which may not yet have been addressed in the IEP.

Rate This Page:


  • Jane Freeman
    Deaf/Hard of Hearing, Leadership, Secondary Transition, Educational Interpreters, Deaf-Blind
  • Sue Ann Houser
    Deaf/Hard of Hearing, Reading, Deaf-Blind
  • Michelle Andros
    Deaf/Hard of Hearing, Secondary Transition, Deaf-Blind
View All Consultants »