I thought I would share with you one of my doctoral degree "Qualifying Exam Questions".

Although I was only allowed about 500 words, I believe that there is enough information in the answer to at least get a person started on pursueing assistance with their, or their child's hearing loss. 

Qualifying Exam Question – Class of Summer A, 2000

Dr. Patricia Kricos – Audiologic Rehabilitation

Outline federal mandates affecting the provision of Audiologic services in the schools.  List key facets of the rehabilitation component of an educational audiology program that would ensure meeting the spirit of federal laws governing the education of children with disabilities.

Federal mandates affecting the provision of Audiologic services in the schools are summarized as follows12:

IDEA

            Section 34CFR300.24

                        •Identification of children with hearing loss

•Determination of range, nature and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing

•Provision of habilitation activities, such as language habilitation, auditory training, speech reading, hearing evaluation, and speech conservation

                        •Creation and administration of programs for prevention of hearing loss

•Counseling and guidance of pupils, parents and teachers

•Determination of the child’s need for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of  amplification

            Section 34CFR300.303

                        •Each public agency shall ensure that the hearing aids worn by children

with hearing impairment, including deafness, in school are functioning

properly.

            Assistive Technology

                        Section 34CFR300.4-6: 34CFR303.12

                                    Assistive technology device

                                    Assistive technology service

                                                •Evaluation including functional assessment

                                                •Provide acquisition of device

                                                •Selecting device

                                                •Coordinate use of device

                                                •Training in use of device

                                                •TA fro professionals

            Changes to IDEA

                        •Native language includes sign language, oral communication

                        •Related services adds parent counseling and training

                        •Methods of ensuring services determines what school may or may not do

relative to a child’s public or private insurance

                        •Assistive technology allows use of school-purchased assistive technology

in the home or other setting if require to receive FAPE

Key faces of the rehabilitation component of an educational audiology program are as follows2:

Responsibilities of audiologists in the schools

            Rehabilitation side only

•Perform comprehensive, educationally relevant hearing evaluations

                        •Assess central auditory function

                        •Make appropriate medical education and community referrals

                        •Interpret audiological assessment results to other school personnel

                        •Assist in program placement as a member of the educational team to

make specific recommendations for auditory and communication needs

                        •Provide in-service training on hearing and hearing impairments and their

implications to school personnel, children and parents

                        •Make recommendations about the use of hearing aids,  cochlear

implants, assistive listening devices, group and classroom amplification.

                        •Ensure proper fit and functioning of hearing aids and other auditory

devices

•Collaborate with school, parents, teachers, special support personnel and

relevant community agencies and professionals to ensure delivery of

appropriate services

                        •Make recommendations for assistive devices (radio/television, telephone,

alerting, convenience) for students with hearing impairments

                        •Provide services, including home programming if appropriate, in the

areas of speachreading, listening, communication strategies, use and care

of amplification, including cochlear implants and self-management of

hearing needs.

The preceding information, although gathered from graphs, lists and slides, does not attempt to encompass all of the legislature nor the multitude of services that can/should be provided to comply with mandates.  It should be known that whatever one would do for one’s own child should be done for any child who needs audiological services.  Just because they are not your own does not mean that they deserve any less.  This goes for the parents as well.  They need attention just like you would give to your family should your child or the child of one of your family members be having difficulties.