Key Words: Deaf Ed. Info., Documents, (N.A.D.)
Focus: Eligibility Requirements
"The educational needs of deaf and hard of hearing children are dramatically different than those of other children, including other children with disabilities. The language and communication differences are noted in the literature, in a 1992 Federal Policy Guidance (Federal Register, October 30, 1992), and in a NASDSE project (Deaf and Hard of Hearing Students: Educational Service Guidelines, October, 1994) supported by OSERS. The latter includes a chapter on placement that presents 13 issues for discussion, many of which are unique to deaf and hard of hearing children."
"While all children are unique and educational programming should be designed to address each deaf or hard of hearing child's unique abilities and needs, the elimination of categorical placements as currently defined will harm the development and delivery of appropriate services and programming."
"The NAD believes the thrust of the reauthorization effort should not focus on pursuit of non-categorical approaches, but rather the development of best practices and best services in both categorical and non-categorical placements. Otherwise the needs of many deaf and hard of hearing students, as outlined in the above mentioned documents, will not be met."
"The NAD also wants it made absolutely clear to OSERS and the DOE that deaf and hard of hearing children are deaf and hard of hearing. So called non-categorical approaches, in the view of the NAD, are illusionary innovations rooted in the ideology of people advocating full inclusion of all children with disabilities, irrespective of their unique abilities, needs, and human condition and experience."
Innes, Jay. (December, 1994). NAD comments on IDEA. The NAD Broadcaster 16(12): 7.
Grace Shanafelt/KSU Student/Deaf Ed. Major