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6A-6.03013 Exceptional Student Education for Students Who Are Deaf or Hard-of-Hearing.
(1) Definition. Students who are deaf or hard-of-hearing. A student who is deaf or hard-of-hearing has a
hearing impairment loss, aided or unaided, that interferes in processing linguistic information and which
adversely affects communication, developmental skills, academic achievement, vocational-career skills, or
social-emotional adjustment performance in the educational environment. The degree of loss may range
from mild to profound.
(2) Criteria for eligibility. A student who is deaf or hard-of-hearing is eligible for a special program for
students who are deaf or hard-of-hearing if both criteria in Paragraphs (2)(a) and (2)(b) of this rule are met
exceptional student education if all of the following criteria are met.
(a) Evidence of a A documented permanent or fluctuating hearing threshold level of that interferes with
progress in any one of the following areas: developmental skills or academic performance, social-emotional
development, or linguistic and communicative skills as evidenced by:
1. 25 dbB ± 5 dB or greater based on pure tone average of 500, 1000, and 2000 Hz (re: ANSI, 1989s3.21
2004) unaided in the better ear; or
2. A high frequency hearing threshold level of 25 dB ± 5 dB or greater based on pure tone average of 1000,
2000, and 3000 Hz (re: ANSI, 1989s3.21-2004) unaided in the better ear; or
3. A unilateral hearing threshold level of 50 dB ± 5 dB or greater based on pure tone average of 500, 1000,
and 2000 Hz (re: ANSI, 1989s3.21-2004) unaided. and
(b) Evidence that the hearing threshold level interferes with progress in any one of the following areas:
developmental skills or academic performance, social-emotional development, or linguistic and
communicative skills, and that the student requires special education and/or related services in order to
benefit from education The student needs special education as defined in rule 6A-6.03411(1)(c), FAC.
(3) Procedures for student evaluation.
(a) Tests to determine cognitive functioning and learning abilities shall be selected from non-verbal
performance scales standardized on, or adapted for, students who are deaf or hard-of-hearing. Evaluation of
academic achievement and communication skills shall take into consideration the student's intellectual
functioning, degree of hearing loss and method of communication.
(3) Prior to evaluation, the requirements in rule 6A-6.0331(1) – (3), FAC, must be met.
(b)(4) The minimum evaluation shall include:
1.(a) Audiological evaluation,
2.(b) Evaluation of developmental skills or academic achievement, including information on the student's
academic strengths and weaknesses,
3.(c) Evaluation of social development,
4.(d) Evaluation of receptive and expressive communication, and
5.(e) Individual assessment of intellectual functioning, or developmental scales if more appropriate for
students under age seven (7).
October 4, 2005
(c) Re-evaluation shall occur at least every three (3) years and shall include a minimum of an audiological
evaluation, and, if appropriate, any other formal evaluations addressed in the initial evaluation in accordance
with Rule 6A-6.03411(2)(i)1., FAC.
(d)(5) A screening for Usher's Syndrome shall be administered to each student who is deaf or hard-of
hearing at least once during grades 6-12.
(4) Instructional programs.
(a) The district shall implement a written course of study for the program, updated as necessary, with
sufficient scope and depth needed for individual educational plans.
(b) Classes shall be taught by teachers using communication skills appropriate to meet individual needs of
students. Each student who is deaf or hard-of-hearing shall have the opportunity to learn speech and to
learn to use residual hearing through modern amplification equipment.
(c) Districts shall implement daily monitoring procedures for ensuring proper functioning of personal hearing
aids and district auditory amplification equipment.
(d) The grouping of students who are deaf or hard-of-hearing for special and resource room classes shall
facilitate each student's development of appropriate methods of communication.
(5) Supportive services. The district shall have or purchase the services of professionals in the areas of
audiology, school psychology, guidance, educational assessment, social services and interpreting. These
services shall support the instructional program.
(6) Facilities and Equipment.
(a) The program shall be established in conjunction with a regular school appropriate to the age and grade
level of students who are deaf or hard-of-hearing.
(b) Each special class and resource classroom shall be acoustically treated.
(c) Each special class and resource classroom shall have auditory amplification equipment available.
(d) Auditory equipment shall be calibrated annually, maintained, and considered for replacement on a five
(5) year cycle.
(e) Visual alarm devices shall be provided in all areas where students who are deaf or hard-of-hearing may
be separated from persons with normal hearing; i.e., group toilet rooms, corridors, specific areas designated
for the deaf, etc., in accordance with Rule 6A-2.088(6)(d), FAC.
(7) Continued eligibility. Students eligible for and enrolled in a special program for students who are deaf or
hard-of-hearing prior to the effective date of this rule may continue in the special program and, as
appropriate, subsequently be dismissed based on dismissal criteria contained in the approved Special
Program and Procedures for Exceptional Students Document as provided in Rule 6A-6.03411, FAC.
(8)(6) Effective date. This rule shall become effective July 1, 1994.
Specific Authority 228.041(18), 229.053(1), 230.23(4)(m) FS. Law Implemented 228.041(18)(19),
229.565(3)(b)(c), 230.23(4)(m), 232.01(1)(e), 236.081(1)(c) FS. Specific Authority 1001.02(1), 1003.57(5)
FS. Law Implemented 1001.03, 1003.57(5), 1003.01(3), 1003.21(1), and 1011.62(1)(c) FS. History - New 7
1-77, Amended 9-11-84, Formerly 6A-6.3013, Amended 7-1-94. Amended XXXXXX
October 4, 2005