Let’s Talk About: DeafBlind and Deaf/Hard of Hearing Eligibility

I decided to write about the DeafBlind Eligibility and Deaf/Hard of Hearing Eligibility categories in the same post.  

The Georgia Department of Education (GA DOE) defines DeafBlind (DB) in law 160-4-7-.05 as “concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.” GA DOE defines Deaf/Hard of Hearing (D/HH) as a child who  “exhibits a hearing loss that, whether permanent or fluctuating, interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement and, therefore, adversely affects a child’s educational performance.”

For a child to be found eligible for the deafblind category, there are specific medical criteria that must be met. It starts with a current (within one year) optometric or ophthalmological examination and an audiological evaluation.  Qualified professionals must administer these evaluations.  

The annual audiological evaluation must include an otoscopic inspection, unaided and aided pure tone and speech audiometry (as applicable), immittance testing, word recognition, hearing aid check and electro-acoustic analysis of the hearing aid (if amplified), and an analysis of a frequency modulated system check (if one is used). The audiologist then provides a comprehensive written report with the results.  However, this audiological report should also describe classroom environmental modifications. This list assists the IEP team in making instructional decisions, the student’s ability to understand spoken language with and without amplification, and an interpretation of the results as they apply to the student in the classroom setting. 

Technically, the medical reports are enough to be found eligible for DB. HOWEVER, the standard eligibility testing from the school should still be completed. The medical reports in isolation should not be used to determine placement. 

The D/HH category provides greater specificity. The GA DOE is specific between a child who qualifies as “deaf” versus a child who qualifies as “hard of hearing.” 

1. A child is categorized as deaf if the absence of measurable hearing (usually a pure tone average of 66-90+ decibels without amplification) causes ineffective auditory communication.

2. A child is categorized as hard of hearing if the absence of measurable hearing (usually a pure tone average of 30-65 decibels without amplification) adversely affects communication; however, the child relies on the auditory channel. 

The slight difference is effective versus ineffective auditory communication. 

D/HH eligibility still requires the same professional audiological evaluation and report as the deafblind category but must also have an otological evaluation report and a comprehensive educational evaluation. It is recommended to have a psychological evaluation and an evaluation of communication. (Parents, I suggest requiring a psych eval and communication evaluation from the eligibility team). The educational evaluation should include information related to academic/achievement levels, receptive and expressive language abilities, receptive and expressive communication abilities, social and emotional adjustment, and observational data relative to the child’s overall classroom performance and functioning. The psychological evaluation must use instruments appropriate for children who are deaf/hard of hearing. The communication eval needs to include language and communication needs and abilities, opportunities for direct communication with peers and professional personnel in the child’s preferred language and communication mode, the severity of loss, educational abilities, academic level, and the full range of needs (including opportunities for direct instruction in the child’s language). 

As always, the eligibility category does not dictate program placement. It is called an Individualized Education Plan for a reason. Placement is based on the assessed strengths, weaknesses, and individual goals and objectives. Communication needs should be considered. Don’t think in terms of “least restrictive environment” instead, think “most appropriate placement” when you advocate for your child. 

*** An extra note: Deafblind students may receive educational services in classes with other disabled children; HOWEVER, the class size must be maintained at the expectation of the deafblind ratio.