Placement and Readiness Checklists (PARC) for Students Who Are D/HH

This document is available on Project Share and made available from Cheryl DeConde Johnson, Ed.D. of Colorado. It is a tool that can be used to guide IEP conversations and is not considered state guidance for ARD decision-making. To locate this document, click on the title link above or paste the following URL into your browser to go to my page in Project Share (http://www.epsilen.com/johnbond).

PARC is a set of placement and readiness checklists designed to assist IEP teams when making decisions about programming and placement fro students who are deaf or hard of hearing (D/HH). Most students who are D/HH are considered for placement in the general education setting for at least part of their school day. Ultimately, inclusion in the general education classroom for these students should mean that when provided the necessary accommodations, modification, and supports, they have the ability to actively and meaningfully participate in the communication, instruction, and social activities of their class using their identified communication mode(s). The two components that shoudl be considered when evaluating placement and service delivery are the skills of the student and the learning environment. Students should be matched for the learning environment by 1) demonstrating a set of prerequisite skills that are based on their identified individual goals, and 2) documenting that the instructional environment is designed to support the studenyt to achieve those goals.

These checklists may be used as tools to assist the IEP team in examining the many factors that influence how well a student is able to function and perform in various classroom settings.

Part 1: The Readiness Checklist
This section focuses essential skills that students require in order to actively and meaningfully participate in their educational programs with the intended communication approach. Four checklists target the following areas:
- General education inclusion readiness
- Interpreterd/transliterated education readiness
- Captioning/transcribing readiness
- Instructional communication access

Part 2: Placement Checklist
This scetion assists the IEP team in evaluating the accessibility and appropriateness of the general education setting to support students who are D/HH. The appropriate age ;level checklist is selected (i.e., 2A-Prechool/Kindergarten, 2B-Elementary, 2C-Secondary) and then completed through observation, interview and discussion among bteam members. The checklist considers the physical environment, general learning environment, instructional style of the teacher, school culture, and how well the learning environment is matched with the stduent's communication, language, and social needs.