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Transition to school can be a big adjustment for everyone as children and parents navigate changes in routines, build relationships with new peers and adults, and adjust to a whole new learning environment. As you transition your child to school, it is important to consider how their hearing difference may affect their access to communication, learning, and social interaction. There are a variety of plan types available to support students with hearing differences in the school setting, including Individualized Education Programs (IEPs) and 504 Plans. Each child is unique and evaluating your child’s needs related to being deaf or hard of hearing within a school setting is an important first step in the transition to school.
To determine if your child is eligible to receive special education programs and/or services, they must have an initial evaluation. This full and individual evaluation is the first step in the special education process. The request for an initial evaluation can be made from a parent or a teacher to a school district. It is completed by a team of school professionals called a multidisciplinary evaluation team or MET. An initial evaluation is done to 1) see if your child meets eligibility requirements under an area of disability as defined by the Individuals with Disabilities Education Act (IDEA) or Michigan Administrative Rules for Special Education (MARSE) and 2) to identify your child’s educational needs. Parents need to provide written consent for the initial evaluation and parental rights are outlined in the procedural safeguards.
If your child is found eligible for special education programs and services, the special education process [PDF] will continue and an individualized education program (IEP) team will review the results from the MET. Data from the MET evaluation will be used as the starting information to develop the IEP document. You, as a parent, are an important member of the IEP Team.
As a parent of a child who qualifies for special education programs and services, here are some fact sheets that may be helpful in navigating the process:
For more fact sheets and quick summaries of special education topics, visit Family Matters Fact Sheets.
Students who are eligible for special education programs and services must be re-evaluated by a MET team at least every three years, unless a re-evaluation is determined unnecessary. For more information on the re-evaluation process, please refer to the Special Education Reevaluation Process.
Another type of plan available to support students with disabilities is called a 504 Plan, named after Section 504 of the Rehabilitation Act of 1973. This legal document is created by a school team and lists any accommodations, tools, and services a student needs to access learning in the classroom. Accommodations are designed to remove barriers that might prevent a student from fully participating in school activities. For example, a student who is deaf or hard of hearing may benefit from preferential or strategic seating—meaning the plan may specify that the student sit in a seat that provides the best access to sound or visual cues during instruction.
Two key differences between 504 Plans and IEPs are that 504 Plans are not part of special education services and they do not include specialized instruction. For more information and resources, visit Michigan Alliance for Families’ page on Section 504.
Learning about the special education process, being an active member in your child’s IEP team, and building strong relationships are all ways in which you can be an advocate for your child. These resources are provided to support building your overall knowledge and advocacy skills.
Additionally, these documents may help you prepare for and be involved in your child’s school experience.
The information contained on this page is written to enhance public understanding of Michigan’s special education system and is not a substitute for official laws and regulations.
