10. If you don't teach your child to sign, he'll use it anyway when he grows up. You better do it now.

Problem:

The problem with these kinds of statements is that they are biased opinions based on the inclination and belief of a school program or personnel. Generalized statements about communication methodologies can be very detrimental to the process of developing an effective IEP for the unique needs of your child. Whether your child uses an auditory or visual means of communication, wears a hearing aid or cochlear implant, or uses no amplification, the conversation about the needs of your child must stay specific to YOUR child. As parents process the best communication options for their child, people who do not agree with the choices they have made often confront them. It is very important that your entire IEP team is very clear about how your child communicates in the world around him. (Click here for more information about conversations to have about your child's primary mode of communication) go to

Responses:

"Our family has worked very hard at choosing the right communication method for Sam. We are determined to give him communication access in his world, and we know that for ourselves, and for Sam, we have made the best choice for him."

"You know, if we need to make choices about how Brianna communicates, let's make sure we have objective measures about Brianna herself. (i.e. expressive and receptive speech assessments, sign language measures, etc., effective use of cochlear implant) and be clear that as a team, we understand that there is not one "right" way for all deaf and hard of hearing children."

Note:

Research does not clearly bear out one communication method over others. It does indicate that children do well when the communication method is strongly supported by parents and adults who interact with the child.

The Law:

Sec.300.346(a)(2)(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode;

Section 1400(d) defines the purpose of special education is to make available an education..designed to meet their unique needs.."

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