Red Flags and When to Refer for Testing

Students who are deaf and hard of hearing (DHH) may be placed in school systems where there are not very many other DHH students, as DHH is a low incidence population in Indiana when compared to other Article 7 eligibilities. Here is some information that parents and educators can use to know when to refer a student for testing.

The first step is to make sure you and the individuals working with your DHH student expect the student to have achievement levels equal to their same-abled peers. Be sure you are familiar with typical developmental milestones for language and academics. Throw out any old myths and preconceptions, and continue to follow current literature and research.

When determining if you need further or additional testing, consider if the student has any birth or early risk factors, which may include prematurity, low birth weight, birth injury, sensory issues, chronic illness, oxygen deprivation, exposure to alcohol or drugs, malnutrition or neglect, neurological diagnosis, and/or syndromes. Additionally, listen to your student’s parents. These parents know their children in all environments and work with the student one-on-one, whereas teachers will have multiple children they see.  Parents often are more in tune with small changes with the student; therefore, it is essential parental concerns be addressed professionally and not dismissed.

As you observe your DHH student, there are some behaviors that should cause concern and not be ignored which may include the following:

· Language delays that are not improving with intervention

· Academic delays that are not responding to typical supports

· Behavioral difference from typical peers

· Attention struggles

· Sadness or withdrawal

· Isolation from class and peers

· Changes from previous performance in language, academics and/or behavior

· Growing gaps from age-appropriate levels

· Difficulties with sensory seeking or sensory avoidance

· Visual processing struggles or visual spatial disorder

· Fine or gross motor differences

Over-testing students is always a risk and is certainly to be avoided, so be sure you are reviewing previous available information, collecting ample data on student behavior and performance, observing the student in a variety of situations, referring the student to the RtI/MTSS teams when appropriate, and consulting with professionals who specialize in the student’s areas of need. If those efforts prove unsuccessful, then referring a student for further testing may be the most appropriate action. However, keep in mind that for initial DHH referrals, these students should not be sent through RtI/MTSS team process, but receive a full assessment for eligibility considerations.

Unfortunately, educators who are not in the specialized field of DHH often believe that some atypical behaviors are normal for DHH students. Given that DHH is indeed a low incidence population, more education on what is or is not a typical DHH behavior may be needed. A typically developing DHH student would not have language delays, statistically lower verbal IQ scores than performance IQ scores, sadness or depression, academic struggles, sensory processing challenges, visual processing struggles, or behavioral outbursts/challenges.

The Center is available to assist schools with in-service training, consultation, observations, and assessment at no cost to schools or families.  Our assessment professionals have specialized skills in the area of deaf or hard of hearing education, including audiologists, speech language pathologists, a school psychologist, American Sign Language specialists, an occupational therapist, and a physical therapist. Our team works together to determine each DHH student’s access to information and to identify any additional needs, providing schools and families with a comprehensive report with accompanying recommendations for consideration. The Center believes in a whole-child approach and partnering with schools and families to help students meet their optimum potential. Contact us with any questions at 317-750-0246, our main line for both phone calls and text messages.