Section 2: Special Considerations

This section provides a place for the district to document that the PPT has complied with federal and state special education laws and has taken into account the following special considerations while developing the IEP for the student:

• Behavior: In the case of a child whose behavior impedes the child's learning or that of others, the PPT must consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. If the student exhibits behaviors that impede learning for self or others, the IEP will indicate if (1) IEP goal(s) and objectives will be developed to address the behavior; (2) a behavioral intervention plan has been developed; or (3) other supports will be implemented.
• Deaf or Hard of Hearing: For a student who is deaf or hard of hearing, the PPT must (1) consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and (2) consider whether the child needs assistive technology devices and services.
  • For any child identified as deaf or hard of hearing, the IEP shall include a language and communication plan (LCP) developed by the PPT for such child. The LCP is the required documentation reflecting that the PPT has deliberated regarding the individualized special communication considerations and informs the development or revision of the student’s current levels of performance as well as other areas outlined in the student’s IEP, including modifications and accommodations and specially designed instruction identified in the goals and objectives. The LCP template is embedded in CT-SEDS. All students with an identified hearing loss, regardless of the primary disability indicated on the IEP for the purposes of special education eligibility, must have an LCP.
  • The LCP must also include procedures for alerting the student to an emergency situation and a process to inform all relevant parties who may be responsible for implementation of an emergency communication plan as well as details of any other specific needs of the student during the course of the emergency.
• Blind or Visually Impaired: In the case of a child who is blind or visually impaired, the IEP must provide for instruction in Braille and the use of Braille unless the PPT determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child.
• Limited English Proficiency: In the case of a child with limited English proficiency, the PPT must consider the language needs of the child as such needs relate to the child's IEP.
• Accessible Educational Materials (AEM): For students with print-related disabilities (such as SLD/Dyslexia, blind/VI, physical limitations or organic dysfunction), the PPT should consider the accessible educational materials and/or accommodations that may be needed by the student.
• Alternative or augmentative Mode of Communication: If the child requires an alternative or augmentative mode of communication (for example, PECS, AAC device), the PPT should review the communication needs of the student and consider those needs when developing annual goals/objectives and selecting supplementary aids and services.