Name of Student

Date

Language and Communication Plan

A tool designed to assist both the 504 team and planning and placement team (PPT) in meeting federal
and state requirements to address the special language and communication considerations for
students who are deaf or hard of hearing.

The Language and Communication Plan (LCP) is not a checklist. The intent of the LCP is to guide
discussion among all members of the PPT who review a student’s needs based on language and
communication skills and access. The result of this thoughtful discussion and documentation about the
student and his/her instructional, social, access and emergency communication needs will be utilized in
determining the student’s current performance levels as well as other components of the individualized
education program (IEP) or 504 plan. Information gleaned in developing the LCP will inform specially
designed instruction as outlined in the IEP goals and objectives and assist in defining supports/services
and accommodations or modifications provided for in an IEP or a 504 Plan.
Note: An amendment to Section 10-76d of the Connecticut General Statutes, effective July 1, 2019,
requires that an LCP be developed for any child with an identified hearing loss for whom a 504 plan has
been developed and further requires that the LCP include an emergency communication plan.

A note on PPT membership: Section 300.321(a) (4) incorporates the language in Section 614 (d)(1)(B))iv)
of the Individuals with Disabilities Education Improvement Act (IDEA) and requires that the PPT include a
representative of the public agency who is qualified to provide or supervise the provision of specially
designed instruction to meet the unique needs of a child with a disability. At the discretion of the parent
or the school, the PPT shall include other individuals who have knowledge or special expertise regarding
the child including related service personnel.

Regardless of the amount of the student’s residual hearing, the ability of the parent(s) to communicate
or the student’s experience with other communication modes, the PPT or 504 team has provided
educational opportunity and considered the following:
1) a. The language and communication needs of the student through:
Assessment Discussion Observation

b. The student’s primary language/communication mode is one or more of the following:

Spoken Language American Sign Language English-Based Manual or Sign System

Other

Primary Language is the language most frequently used across settings by the student (i.e., classroom,
extracurricular events, and home).

“Other” refers to any foreign language either spoken or signed.

This information should inform the PPT regarding the student’s preferred method of learning.

2) The availability of deaf/hard of hearing adult role models and a peer group of the student’s
communication mode or language.

1 | ED 638 Language and Communication Plan – August 2019

 Name of Student

Date

Determination/Action plan

Identify settings/situations (i.e., academic settings, extracurricular activities, and clubs, etc.) which
provide opportunities for direct interaction between the student and peers and between the student
and his/her instructor without the use of interpretation, transliteration, or captioning. If unable, the
team considers opportunities to promote direct communication with peers and adults in the
development of the IEP or 504 Plan.

3) All educational options available for the student, the explanation of which has been provided by the
PPT or 504 Team.
Options Discussed

Consider the least restrictive and most appropriate educational options available, ensuring the full
implementation of the specialized instruction, accommodations, modifications, and supports and
services determined through the development of the IEP by the PPT or the supports and services
provided in a 504 Plan. These considerations are reflected in the determination of the instructional site
and when justifying the removal from a general education program, if appropriate.

IDEA requires placement of students eligible for special education in general education classrooms “to
the maximum extent appropriate” with the use of supplementary aids and services. The decision as to
whether any particular student should be educated in a general education classroom setting, all of the
time, part of the time, or none of the time, is dependent on the needs and abilities of the student and
the consideration of the unique language and communication needs of the child, as well as,
opportunities for direct communications with peers and professional personnel in the child’s language
and communication mode.

4) The required certification and qualifications of teachers, *interpreters and other personnel to
deliver the LCP, as well as the proficiency in, and the ability to, accommodate for the student’s
primary communication mode or language.
*Includes American Sign Language interpreter; English transliteration, oral interpreting, cued
language transliteration and deaf-blind interpreting.
2 | ED 638 Language and Communication Plan – August 2019
 Name of Student

Date

Determination/Action Plan

Identify the responsible staff and service implementers for each element of the IEP or 504 Plan and
consider the qualifications necessary to implement the specialized instruction and/or other services
determined appropriate by the PPT or 504 team. These considerations are reflected on the services
delivery section of the IEP, noted as supports necessary for school personnel to implement the IEP or
outlined in a 504 Plan.

5) The accessibility (related to communication) of academic instruction, school services and

extracurricular activities the student will receive.

Determination/Action Plan

Considering the mode or modes of communication used by the student, identify all supports needed by
this student to participate in the general curriculum and extracurricular activities and benefit from other
school services available to all students. This information informs the development of specialized
instruction as well as appropriate accommodations and modifications.

6) The necessity and use of appropriate accommodations/modifications including assistive

devices/services, communication accommodations, and physical environment accommodations:
Assistive Devices/Services

Captioned/Signed Media Captioned Services (e.g., CART, C-Print, Typewell)

FM System Hearing Aid/Cochlear Implant Monitoring
Note Taking Sound Field System
Videophone/Cap Tel Augmentative Communication Device
Speech to Text Other: _____________________________________

3 | ED 638 Language and Communication Plan – August 2019

 Name of Student

Date

Communication Accommodations

Specialized seating arrangements: ______________________________________________________

Obtain student’s attention prior to communicating through speech, sign, and/or visual
FM System
Reduce auditory/visual distractions (i.e., background noise)
Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, and no
gum chewing)
Clearly enunciate speech/signs
Allow time for processing information
Repeat or rephrase information when necessary and check for understanding

Physical Environment Accommodations

Noise reduction (carpet and other sound-absorption materials)

Special use of lighting and seating
Room-design modifications
Alerting devices (visual and auditory)
Access to announcements via visual and auditory means (general information and emergency)

Identify the language and communication supports needed for the student to participate and make
progress in the general education curriculum. Identify all necessary assistive devices, services,
communication accommodations, and environmental accommodations necessary to ensure access to,
and participation in, the general education curriculum or required by the student to benefit from
necessary specialized instruction.

7) 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.

Procedures/Action for Alerting Student

4 | ED 638 Language and Communication Plan – August 2019

 Name of Student

Date

Procedure for Notifying all Relevant Personnel

Identify the means developed to ensure that a student is alerted to emergency announcements,
procedures, and action planning in the event of a crisis/emergency situation.

Identify personnel responsible for implementation of the emergency communication plan and ensure
that the student and all other relevant personnel are well informed of procedures in place to notify the
student of an emergency or crisis and provide appropriate safety procedures.

8) Other specific needs of the student during the course of the emergency.

Other Student Specific Needs

Identify specific accommodations or needs of the student that are critical to ensure the student is able
to access the emergency communication and action plan (i.e., physical assistance, equipment, adult
supervision, visuals, etc.)

5 | ED 638 Language and Communication Plan – August 2019