Does he have a specific learning disability, e.g. math, writing, etc., in addition hard-of-hearing?
Without this information, it is difficult to respond. It is important that the student’s IEP team convene to discuss the appropriateness of his return and to carefully craft a transition (return) plan. This meeting should include his voice and identify his needs for a successful return and identify appropriate programming options. At this meeting, the residential non-public school staff should identify community resources already in place and whether these existing services will/can continue if/when he transitions back to general high school setting. Regarding agency resources and possible supports, consider the following: • California Department of Rehabilitation (find locations at http://www.rehab.cahwnet.gov/eps/index.htm) • Department of Rehabilitation Deaf and Hard of Hearing Services Offers essential services to the deaf, hard of hearing consumers to enhance independence and self-advocacy, e.g. vocational training, equipment, adapted devices. http://www.rehab.cahwnet.gov/ssd/deaf
Related Questions
- Where is the Testing Center and Learning Assistance Labs (Reading Center, Writing Center, Math Study Center, Tutoring Center, Study Skills Center, and English as a second language)?
- Can I fulfill the GenEd, Writing, and Math Requirements through Flexible Learning/Correspondence Study?
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