%0 Journal Article
%T Examining States¡¯ Responses to the IDEA Special Factors Requirements for DHH Students
%A Pamela Luft
%A Stefanie Amiruzzaman
%J Journal of Disability Policy Studies
%@ 1538-4802
%D 2018
%R 10.1177/1044207317751675
%X Deaf and hard-of-hearing (DHH) students have exhibited deficient language competencies and low academic achievement for over four decades. As a result, Individuals With Disabilities Education Act (IDEA) 2004 requires schools to address special language and communication factors through each student¡¯s Individualized Education Program (IEP). States have responded in a variety of ways with several that supplement their IEPs using a communication plan. This article examined states¡¯ IEP or communication plan templates to identify the format and specificity with which they addressed these requirements. The IDEA language was parsed into distinct items to allow ratings using a Likert-type scale. The analyses performed descriptive, t test, and ANOVA comparisons on the forms posted on states¡¯ website. Those states using a communication plan had significantly higher ratings overall. Kentucky¡¯s form was the most highly rated IEP and identified each required item. Most state IEP forms identified these factors more generally with a majority rated as only minimally specified. Use of a communication plan or IEP form that incorporates IDEA language similar was the most effective strategy. Overt specificity ensures that DHH students¡¯ language and communication needs are being met in the educational environment and facilitates states¡¯ oversight in meeting their educational responsibilities
%K IDEA
%K special factors
%K communication
%K deaf
%K hard-of-hearing
%K state regulations
%U https://journals.sagepub.com/doi/full/10.1177/1044207317751675