Maryland School for the Deaf

Criteria for Admissions

ADMISSIONS POLICY - MARYLAND SCHOOL FOR THE DEAF
FREDERICK CAMPUS - COLUMBIA CAMPUS

I. ADMISSIONS POLICY:

A. GENERAL POLICY: Under the direction of the Maryland School for the Deaf (MSD) Board of Trustees, MSD at Frederick and Columbia Campuses provides free, appropriate, public education to Maryland's deaf and hard of hearing children/youth who meet MSD's criteria for admission. MSD also accepts, on a tuition basis, out-of-state deaf and hard of hearing students who meet the admission criteria.

Parents, guardians, and students 18 years of age or older can apply for admission directly to MSD. Local Educational Agency (LEA) referrals to MSD must follow the procedures outlined below.

B. RESIDENCY REQUIREMENTS:

1. Residence Status: In-State students are given admissions priority. Out-of-State students who are otherwise eligible may be admitted to MSD provided that all eligible In-State students are being served. The enrollment of each Out-of-State student will be approved on an annual basis to ensure priority for In-State students. Out-of-State students enrolled at MSD prior to October 1, 1992 may continue to be enrolled at MSD subject to conditions established for such students prior to October 1, 1992.

2. Tuition: In-State students attend MSD free of charge. Out-of-State students must pay tuition to cover the cost of services provided by MSD. Tuition for Out-of-State students is established annually by the Board of Trustees. Foreign students who are otherwise eligible and are sponsored by an approved school exchange program may be admitted free of charge.

Out-of-State parents, legal guardians, and independent students are encouraged to work with their LEA to obtain assistance with tuition payments.

3. Residence: The following residence requirements apply to admission and tuition for all programs at MSD including the Family Education/Early Intervention Program.

a. In-State Students: In-State students are those who have an established bona fide residence in Maryland . Bona fide residence means one's actual residence, maintained in good faith, and does not include a temporary or superficial residence established for the purpose of free attendance at MSD.

The determination of a student's residence status is a factual one and must be made on an individual basis. MSD shall apply the following criteria in determining whether a student is an In-State student:

i. A student living with a parent who has an established bona fide residence in Maryland is an In-State student.
ii. A student who is 18 to 21 years of age and lives independently is an In-State student if he or she is a bona fide resident of Maryland , without regard to the residence of the parents.
iii. A student living with a court-appointed guardian who has an established bona fide residence in Maryland is an In-State student, provided that the guardianship was obtained for necessary reasons concerning the child and not for the primary purpose of free attendance at MSD.

In the cases of guardianship, the petition and court order for legal guardianship must be provided to MSD prior to admission. MSD will examine the reasons for obtaining guardianship on an individual basis, based on documentation provided by the parent, guardian or independent student. Such documentation includes: statements of health, social services or juvenile services personnel; court records; health records; written, notarized statements from parents, or other documentation which establishes necessary reasons for the guardianship other than free attendance at MSD.

b. Out-of-State Students: A student who does not meet the above criteria for In-State status will be considered an Out-of-State student. Out-of-State students enrolled at MSD prior to October 1, 1992 may continue to be enrolled at MSD subject to conditions established for such students prior to October 1, 1992.

4. Proof of Residence: The burden of demonstrating bona fide residence is on the parent, guardian or independent student aged eighteen (18) or over. Factors which will be considered and documentation reviewed by MSD in determining bona fide residence include, but are not necessarily limited to:

Federal and/or State income tax forms giving Maryland as the home address;
A valid Maryland driver's license;
Registration of motor vehicles in Maryland ;
Documentation showing ownership or rental of real property in Maryland;
Documentation showing military or diplomatic station in Maryland;
Documentation verifying a Maryland payment address for various types of public benefit payments received;
Bank account or utility bill statement showing name and Maryland address.

For residents new to the State of Maryland , proof of residence must be provided by the date of Admission, Review, Dismissal (ARD) meeting. Failure to provide proof of residence by this time may result in the assessment of tuition.

Students whose families provide appropriate documentation that they plan to establish residence in Maryland during the school year may be enrolled at the beginning of the school year. Out-of-State tuition shall be paid until Maryland residence is established.

The parent, guardian or independent student is required to notify MSD in writing immediately of any changes in residence, which would affect the student's residence status.

If inaccurate, false and/or misleading information is presented by the parent, guardian, or independent student, MSD may at its discretion revoke the student's In-State status. In such case, the parent, legal guardian, or independent student shall be required to pay tuition as an Out-of-State admission beginning with the semester for which In-State admission was granted.

5. Procedure for Determining Residence: MSD will review all documents substantiating residence as part of the admissions process. Any cases where residence is in question will be referred to the Residence Status Review Committee. The Superintendent of MSD shall appoint a Residence Status Review Committee of three MSD Administrators. All cases where guardianship have been established and all cases where students live independently will be referred to the Residence Status Review Committee. The Residence Status Review Committee will make a determination of residence status based upon its review of the documentation provided by the parent, legal guardian or independent student. The parent, legal guardian, or independent student shall be advised in writing of MSD's determination of residence status and of the right to appeal that determination as outlined in section 6 below.

6. Appeals: A parent, legal guardian, or independent student may appeal a determination of residence status by filing a written request for reconsideration with the Superintendent of MSD. The request for reconsideration must be filed with the Superintendent within 20 calendar days of notification of residence status. Upon the receipt of the written request, the Superintendent shall review all documentation and issue a written decision within 20 calendar days. The decision of the Superintendent will be final.

C. PROGRAMS: The Maryland School for the Deaf, as an educational agency, views as its fundamental responsibility the provision of long range sequential educational services leading to independence and self-sufficiency of deaf and hard of hearing students by the time of graduation. To fulfill this responsibility, MSD offers three distinct programs which are governed by separate eligibility criteria:

1. Family Education/Early Intervention (FE/EI) Program

Parents or guardians of young deaf or hard of hearing children, age from birth until their fifth birthday, may request services from FE/EI as soon as the child is diagnosed as deaf or hard of hearing. If parents, guardians or interested individuals suspect that a child in this age group may have a hearing loss, they may request consultative services. Services by the MSD FE/EI Program does not constitute admission to the Pre-Kindergarten - 12th Grade Program at MSD. Any child who will be four on or before August 31 st may be evaluated for possible admission to the Pre-Kindergarten - 12th Grade MSD program upon request of the parents/guardians. Participation in FE/EI does not guarantee admission to MSD.

For information, interested families, professionals, and advocates should write to the Director of the Family Education/Early Education Program, Route #108 and Old Montgomery Road , P.O. Box 894 , Columbia , Maryland 21044 .

2. MSD Essential Curriculum Program

A public school curriculum is offered to Elementary students (Kindergarten to 5th Grade) at Frederick and Columbia Campuses; Middle School students (6th to 8th Grade) at Frederick Campus and High School students (9th to 12th Grade) at the Frederick Campus.

For admissions information, interested families, professionals, and advocates should write to the Principal of Columbia Campus, Route #108 and Old Montgomery Road , P.O. Box 894 , Columbia , Maryland 21044 or the Principal of Frederick Campus, 101 Clarke Place, P.O. Box 250 , Frederick , Maryland 21705-0250 .

3. Life Based Education (LBE) Program

MSD also recognizes that there are deaf children/youth, who, because of the presence of additional mild disabilities, are unable to satisfactorily thrive in the Essential Curriculum Program . In recognition of this challenge, the Maryland School for the Deaf offers a program for deaf students with special needs to Elementary and Middle School students (Pre-Kindergarten to 8th Grade) at Columbia Campus and High School students (9th to 12th Grade) at Frederick Campus. The primary disability for these children/youth is being deaf or hard of hearing.

II. EVALUATION FOR MSD:

A. General Evaluation Procedures: Each applicant for admission to the MSD Essential Curriculum Program or LBE Program must visit MSD with a parent or legal guardian for a complete evaluation before admission. Any assessment may be waived, if a comparable assessment, in the opinion of the IEP Team, has been completed during the previous six months and both the parents and the IEP Team agree to the waiver. Applicants 18 years of age or older may apply independently. The evaluation may include a personal interview, case history, and audiological, educational, and psychological testing. The results of these assessments determine each applicant's educationally handicapping conditions, recommendations for special educational services, and possible admission to MSD. Each applicant applying for admission to the Maryland School for the Deaf must be evaluated by MSD prior to admission regardless if an evaluation may have been done elsewhere. Assessments will be completed in accordance with the MSD Procedural Safeguards, which include informed parental consent, access to assessment results with assessment explanation, and confidentiality.

MSD requires any existing educational files be provided from all the applicant's former and current placements. These evaluations will be used in conjunction with MSD's own evaluations in making a determination regarding admissions to MSD.

The results of all assessments will be shared with the MSD Evaluation Review Team, which will determine if the applicant meets the criteria for admission to MSD. If after the initial assessment at MSD, an applicant is determined to have additional handicapping conditions and/or the MSD Evaluation Team is unable to complete all necessary testing, further assessment may be required before an admission decision is reached.

III. CRITERIA FOR ADMISSIONS:

A. Family Education/Early Intervention (FE/EI) Program

1. Factors to be considered for possible services by the FE/EI Program include:

a. hearing loss (preference given to sensorineural loss)
b. high risk factors due to prematurity/family history/potential progressive loss/etiologies
c. developmental delays
d. physical disabilities (i.e. CP/birth defects)
e. age - from identification to fifth birthday

2. FE/EI Program will not serve:

a. Children with unilateral hearing loss (hearing loss in one ear)
b. Children who are deaf-blind
c. Children who are autistic
d. Children who are aphasic
e. Children with speech and language delays who have hearing within normal limits
f. Children whose multiple disabilities override deafness as the primary handicapping condition as defined by IDEA
g. Moderate to severely retarded deaf children who cannot benefit from a visual language environment.

For applicants who do not meet the criteria, the FE/EI Program will work cooperatively with the local Infant and Toddler Programs, the LEAs or other service providers to help the parents to locate appropriate services and resources for their child. Each child's strengths and needs will be monitored on an individual basis.

B. MSD Essential Curriculum Program:

1. Age: Applicants between four years of age and twenty years of age on or before August 31 of a given school year are eligible for an admissions evaluation. Students may stay at MSD through the school year in which they become 21 In addition to age, applicants must demonstrate physical maturity with age appropriate school readiness skills (i.e., independent dressing, feeding, mobility, self-help and hygiene skills, and ability to communicate basic needs) to be eligible for consideration for admission to MSD.

2. Hearing Status: Applicants for admission must have valid audiological testing by a qualified examiner. This testing should indicate a hearing level of 70dB or greater, preference given to applicants with a sensorineural loss. Hard of hearing students will be considered for admission under the following conditions: familial deafness, progressive hearing loss, or educational, psychological, or social difficulties which are sufficient to significantly compromise the understanding of spoken information and require learning primarily through the visual modality.

Applicants not eligible for enrollment include:

a. Those who are aphasic.
b. Those who have Central Auditory Processing Disorders.
c. Those who are hearing/auditory learners.
d. Those who are mute only.
e. Those who have diminished hearing level in one ear only.

3. Intellectual Functioning: To be eligible for admission to the Essential Curriculum Program , deaf and hard of hearing applicants must have a performance IQ of 70 or better and have the potential to learn in an educational setting, to acquire American Sign Language, and to acquire the English language primarily through reading and writing. In determining intellectual functioning, other factors may be considered in addition to the applicant's performance on non-verbal measures of cognition and adaptive behavior scales. These may include: the applicant's developmental history, educational history, achievement to date, motor skills, communication ability, and social and emotional maturity.

4. Emotional Handicaps: Deaf and hard of hearing applicants with emotional disturbance as defined by the Maryland State Department of Education in Code of Maryland Regulations (COMAR) 13A.05.01.03B(20) 1 are not eligible for admission to MSD. According to this definition, a child has emotional disturbance if he or she exhibits one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

a. an inability to learn that cannot be explained by intellectual, sensory, or health factors;
b. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
c. inappropriate types of behavior or feelings under normal circumstances;
d. a general pervasive mood of unhappiness or depression; or
e. a tendency to develop physical symptoms or fears associated with personal or school problems."

Deaf applicants who, after an evaluation by the MSD admissions team, are found to also carry DSM-IV-TR diagnosis of "autistic disorder 299.00" are not eligible for admission to MSD. We note, that the criteria for autistic disorder are subject to change with revision of the DSM and the school will address those changes, when available.

While it is not unusual for a deaf child with special needs to have an overlay of emotional problems, to be eligible for admission the child's emotional difficulties cannot adversely impact the child's ability to learn and cannot be the child's primary or major handicapping condition.

5. Orthopedic Problems: Applicants with orthopedic problems may be accepted into MSD providing they are ambulatory or able to move freely about the school in braces or in a self-propelled wheelchair. Orthopedic problems must be a secondary handicap to the child's deafness.

6. Vision: Visually handicapped deaf and hard of hearing children/youth can be served by MSD provided that their visual limitations do not preclude the use of normal visual media found in classrooms for deaf children/youth. Partially sighted individuals who wear corrective glasses that permit them to function visually within normal limits would qualify for admission. Deaf and hard of hearing applicants who need special provisions such as braille or tactile manual communication would be referred to the Deaf-Blind Unit of the Maryland School for the Blind in Overlea, Maryland, and their LEA.

7. Neurological Disorders: Deaf and hard of hearing applicants who are diagnosed as having aphasia (receptively, expressively or mixed), brain injury, central processing disorders, or an auditory processing disorder are not eligible for admission to MSD. While it is understood that deaf children/youth with supplemental neurological problems may evidence aphasic-like language deficiencies and characteristics, to meet admission criteria they should have the ability to progress linguistically and academically through the visual modality.

8. Medical Conditions: Applicants who have special medical conditions can be served by MSD provided that their medical conditions do not preclude participation in the programs at MSD. Applicants who need special provisions for their medical conditions would be referred to their LEA.

C. MSD Deaf Students With Special Needs (LBE) Program:

1. Age: Applicants between four years of age and twenty years of age on or before August 31 of a given school year are eligible for an admissions evaluation. Students may stay at MSD through the school year in which they become 21. In addition to age, applicants must demonstrate physical maturity with age appropriate school readiness skills (i.e., independent dressing, feeding, mobility, self-help and hygiene skills, and ability to communicate basic needs) to be eligible for consideration for admission to the MSD LBE Program.

The age range of children/youth in the LBE program is 4-16 years of age at the Columbia Campus and 16-21 years of age at the Frederick Campus. The basic goal of the LBE Program is that through the provision of additional services and therapies, the child/youth will be able to transfer into MSD's Essential Curriculum Program. It is expected that most children/youth will experience at least two years in this program before enrollment into the Essential Curriculum Program is considered.

2. Hearing Status: Applicants for admission must have valid audiological testing by a qualified examiner.

Documentation should indicate significant hearing loss, sufficient to significantly compromise the understanding of spoken information and require learning primarily through the visual modality. Factors such as familial deafness, progressive hearing loss, failure to thrive in an auditory learning environment will be taken into consideration.

Applicants not eligible for enrollment include:

a. Those who are aphasic.
b. Those who have Central Auditory Processing Disorders.
c. Those who are hearing/auditory learners.
d. Those who are mute only.
e. Those who have diminished hearing level in one ear only.

3. Intellectual Functioning: Deaf and hard of hearing applicants must have a performance IQ of at least 50-55 (Mild Mental Retardation) 2 . Applicants beyond the age of 14 years must have an performance IQ of 70 or better. Applicants should appear to have the potential to learn in an educational setting, to acquire American Sign Language, and to acquire the English language primarily through reading and writing. In determining intellectual functioning, other factors may be considered in addition to the applicant's performance on nonverbal measures of cognition and adaptive behavior scales. Other adaptive and life skills factors which may be considered in determining the applicant's intellectual abilities include: the applicant's developmental history, educational history, achievement to date, motor skills, communication ability, and social and emotional maturity.

a. an inability to learn that cannot be explained by intellectual, sensory, or health factors;
b. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
c. inappropriate types of behavior or feelings under normal circumstances;
d. a general pervasive mood of unhappiness or depression; or
e. a tendency to develop physical symptoms or fears associated with personal or school problems."

Emotional disturbance includes schizophrenia, but does not include social impairment, unless it is determined that the student has emotional disturbance. Deaf applicants who, after an evaluation by the MSD admissions team, are found to also carry a DSM-IV-TR diagnosis of "autistic disorder 299.00" are not eligible for admission to MSD. We note, that the criteria for autistic disorder are subject to change with revisions of the DSM. The school will address those changes, when available.

IV. MSD DOES NOT SERVE DEAF AND HARD OF HEARING STUDENTS WHO:

1. are in need of 24-hour medical care
2. need a 24 hour psychiatric treatment program, including those who:

a. exhibit arson tendencies
b. are psychotic or sociopathic
c. are chronic substance abusers
d. are a danger to themselves or others, or
e. need one-to-one supervision

3. need a custodial program, including those who exhibit the following:

a. moderate, severe, and profound retardation 2
b. the need of one-to-one supervision and/or care
c. lack of self-help skills including the inability to:

i. learn simple mobility patterns around campus
ii. communicate basic needs to staff members
iii. respond appropriately to life-threatening situations
iv. function in a group setting
v. demonstrate the potential to eat and dress without assistance
vi. function on a general developmental age of four years old or above, or
vii. otherwise attend to personal care/hygiene needs, i.e. one to one care is required

4. exhibit severe acting out/aggressive behaviors, conduct disorders (including sexual behaviors) including, but not limited to the following characteristics:

a. demonstrating a danger to self or others
b. assaultive behavior
c. behavior requiring repeated contacts with law enforcement agencies, or
d. behavior requiring one-to-one supervision

5. have diminished hearing level in one ear only

V. APPEALS:

A parent, legal guardian, or independent student may appeal the admission decision made by the MSD Evaluation Review Team, by filing a written appeal with the Superintendent of MSD. The appeal must be filed with the Superintendent within 20 calendar days of notification of decision by the MSD Evaluation Review Team. Upon receipt of the written appeal, the Superintendent shall review all documentation and render a decision within 20 calendar days.

A parent, legal guardian, or independent student may also appeal the Evaluation Review Team decision or may appeal the Superintendent's final decision by filing a written Request for Mediation/Due Process Hearing. Mediation and/or a Due Process Hearing will be conducted according to the requirements of applicable federal and state laws. 3 Information on mediation and due process hearings as well as request forms may be obtained by contacting:

Director of Pupil Personnel Services
Maryland School for the Deaf
101 Clarke Place, P.O. Box 250
Frederick , Maryland 21705-0250
Telephone: 301.360.2025
Fax: 301.360.1408

REFERENCES:

1. Code of Maryland Regulations (COMAR), Maryland State Board of Education, 13A.05.01.03B(20), Provision of a Free Appropriate Public Education, Revised July 1999.

2. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), American Psychiatric Association, Washington, D.C., 1994

3. Public Agency Requirements Document, Maryland School for the Deaf Special Education Handbook, Draft, 1994.

ENHANCED PROGRAM OF SERVICES ADMISSIONS POLICY
MARYLAND SCHOOL FOR THE DEAF

FREDERICK CAMPUS - COLUMBIA CAMPUS

The Maryland School for the Deaf, as an educational agency, views as its fundamental responsibility the provision of long-range sequential educational services for students whose primary disability is deafness. To fulfill this responsibility, MSD offers four distinct programs each of which is governed by separate eligibility criteria.

RESIDENCY REQUIREMENTS

1. Residence Status: The Enhanced Program of Services is only available to In-State students. Out-of-State students are not eligible for this program.

2. Residence: The following residence requirements apply to admission.

i. A student living with a parent who has an established bona fide residence in Maryland is an In-State student.
ii. A student who is 18 to 21 years of age and lives independently is an In-State student if he or she is a bona fide resident of Maryland , without regard to the residence of the parents.
iii. A student living with a court-appointed guardian who has an established bona fide residence in Maryland is an In-State student, provided that the guardianship was obtained for necessary reasons concerning the child and not for the primary purpose of free attendance at MSD.

b. Out-of-State Students: A student who does not meet the above criteria for In-State status will be considered an Out-of-State student. Out-of-State students are not eligible for the Enhanced Program of Services.

3. Proof of Residence: The burden of demonstrating bona fide residence is on the parent, guardian or independent student. Factors which will be considered and documentation reviewed by MSD in determining bona fide residence include, but are not necessarily limited to:

Federal and/or State income tax forms giving Maryland as the home address;
A valid Maryland driver's license;
Registration of motor vehicles in Maryland ;
Documentation showing ownership or rental of real property in Maryland ;
Documentation showing military or diplomatic station in Maryland ;
Documentation verifying a Maryland payment address for various types of public benefit payments received;
Bank account or utility bill statement showing name and Maryland address.

For residents new to the State of Maryland , proof of residence must be provided by the date of the IEP meeting.

The parent, guardian or independent student is required to notify MSD in writing immediately of any changes in residence which would affect the student's residence status.

If inaccurate, false and/or misleading information is presented by the parent, guardian, or independent student, MSD may at its discretion revoke the student's In-State status.

4. Procedure for Determining Residence: MSD will review all documents substantiating residence as part of the admissions process. Any cases where residence is in question will be referred to the Residence Status Review Committee. The Superintendent of MSD shall appoint a Residence Status Review Committee of three MSD Administrators. All cases where guardianship have been established and all cases where students live independently will be referred to the Residence Status Review Committee. The Residence Status Review Committee will make a determination of residence status based upon its review of the documentation provided by the parent, legal guardian or independent student. The parent, legal guardian, or independent student shall be advised in writing of MSD's determination of residence status and of the right to appeal that determination as outlined in section 5 below.

5. Appeals: A parent, legal guardian, or independent student may appeal a determination of residence status by filing a written request for reconsideration with the Superintendent of MSD. The request for reconsideration must be filed with the Superintendent within 20 calendar days of notification of residence status. Upon the receipt of the written request, the Superintendent shall review all documentation and issue a written decision within 20 calendar days. The decision of the Superintendent will be final.

ENHANCED PROGRAM OF SERVICES

MSD provides educational programming and services to deaf school age students who have other moderate to severe disabilities and whose IEPs can be implemented at MSD. The primary disability for these students must be deafness. Enrollment in the Enhanced Program of Services may occur only when all of the following conditions have been met:

the student has met the Enhanced Program of Services' admissions criteria;
placement in the Enhanced Program of Services has been determined to be appropriate for the student by the combined MSD/LSS IEP Team;
funding, staff, and related services are in place, provided to MSD from MSDE and the LSS through the non-public funding process.

For admissions information, interested families, professionals, and advocates should write to the Principal of the Columbia Campus, Route 108 and Old Montgomery Road , P.O. Box 894 , Columbia , Maryland 21044-0894 or the Principal of the Frederick Campus, 101 Clarke Place, P.O. Box 250 , Frederick , Maryland 21705-0250 .

EVALUATION FOR MSD

Prior to consideration of a student for admissions and placement in the Enhanced Program of Services, the LSS shall provide all available screening and assessment data for consideration by the joint IEP Team, which includes MSD, the LSS, and the parent. Screening and assessment data from other sources shall also be provided prior to consideration by the committee. Each applicant for admissions to any MSD program must visit MSD with a parent or legal guardian. Applicants 18 years old or older may apply independently.

The following evaluation information is required of all applicants seeking admissions to the Enhanced Program of Services: personal interview with MSD personnel, case history, and audiological, educational and psychological assessments. The case history and assessments may be conducted by MSD, the LSS, independent evaluators or any combination of the three.

Upon review of all available screening and assessment data, the joint IEP Team shall determine if any additional assessments are necessary for admissions purposes. As a member of the committee and as the provider of the Enhanced Program of Services, MSD has the right to request additional assessments where it deems necessary. If the committee is unable to reach consensus regarding additional assessments or the results of assessments are not provided, the admissions process shall end. Written informed consent shall be obtained prior to any assessments or evaluation in accordance with the Procedural Safeguards of MSD and the LSS.

The screening and assessment data are used to assist the joint IEP Team in determining each applicant's educationally disabling condition(s), developing and approving an IEP, making recommendations for special education and related services, and reaching a decision as to whether the applicant meets admissions criteria for the Enhanced Program of Services, and whether the IEP can be effectively implemented in that program. If, upon review of all data, the committee determines that the applicant does not meet admissions criteria or that the IEP cannot be effectively implemented in the Enhanced Program of Services, the admissions and placement process shall end. MSD shall provide any assistance and consultation as requested by the LSS and/or the parent in determining an alternative educational program for the child.

If the committee determines that the applicant meets admissions criteria, and that the IEP can be effectively implemented in the Enhanced Program of Services and that funding, staff, and related services are in place, the student is enrolled and services begin within 30 calendar days. MSD is not required to admit to the Enhanced Program of Services an applicant who MSD as a member of the committee and the provider of the program determines does not meet the admissions criteria or whose IEP cannot be effectively implemented in the program. If the committee is unable to reach consensus regarding the applicant's eligibility or the implementation of the IEP, the admissions and placement process shall end.

For some students, it may be valuable for personnel from MSD to observe and/or assess the applicant in his/her current educational setting. Arrangements for observations will be mutually agreed upon by representatives of MSD, the LSS, and the parents.

Admissions to the Enhanced Program of Services does not constitute admission to any of MSD's other educational programs.

CRITERIA FOR ADMISSIONS

Enhanced Program of Services

1. Age: Applicants between the ages of four years of age and twenty years of age on or before August 31 of a given school year may be evaluated for admission to the Enhanced Program of Services. Students may stay at MSD through the school year in which they become 21.

2. Hearing Status: Applicants for admission must have valid audiological testing by a qualified examiner. Documentation should indicate significant hearing loss, sufficient to significantly compromise the understanding of spoken information and require learning primarily through the visual modality. Factors such as familial deafness, progressive hearing loss, failure to thrive in an auditory learning environment will be taken into consideration.

a. those who are aphasic.
b. those who have central auditory processing disorders.
c. those who are hearing/auditory learners.
d. those who are mute only.
e. those who have diminished hearing in one ear only.

3. Intellectual Functioning: Deaf applicants must have a performance I.Q. of no lower than 35 (moderate mental retardation as per the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition / Text Revision/DSM-IV-TR, 2000 Applicants beyond the age of 14 must have a performance I.Q. no lower than 50 (mild mental retardation as per DSM-IV.) Applicants must be able to acquire communication skills during early childhood years and be able to attend to personal care with moderate supervision. They should be able to learn to travel independently, or with the assistance of a one-to-one aide, in familiar places around campus.

In determining intellectual functioning, other factors must be considered in addition to the applicant's performance on non-verbal measures of cognition and adaptive behavior scales. Other adaptive and life skill factors which may be considered in determining the applicant's intellectual abilities include: the applicant's developmental history, educational history, achievement to date, motor skills, communication ability, and social emotional maturity. No student may be excluded from consideration for admission on the basis of any single assessment result.

4. Emotional Disabilities: Deaf applicants who are autistic or with emotional disturbance, as defined by the Maryland State Department of Education in Code of Maryland Regulations (COMAR) 13A.05.01.03B(20) are not eligible for admission to MSD, if they require:

a. 24 hour medical care;
b. 24 hour psychiatric treatment (including but not limited to treatment for arson tendencies, psychosis, sociopathy, chronic substance abuse, danger to self or others);
c. aggression control programs (including but not limited to treatment for dangerous behavior to self or others, severe inappropriate sexual behavior , severe acting out, conduct disorder).

According to this definition, a child is emotionally disturbed if he or she exhibits one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

a. an inability to learn which cannot be explained by intellectual, sensory, or health factors;
b. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
c. inappropriate types of behavior or feelings under normal circumstances;
d. a general pervasive mood of unhappiness or depression and;
e. a tendency to develop physical symptoms or fears associated with personal or school problems.

Emotional disturbance includes schizophrenia, but does not include social impairment, unless it is determined that the student has emotional disturbance. Deaf applicants who, after an evaluation by the MSD admission team, are found to also carry a DSM-IV-TR diagnosis of "autistic disorder 299.00" are not eligible for admission to MSD. We note that the criteria for autistic disorders are subject to change with revision of the DSM. The school will address those changes when available.

While it is not unusual for a deaf child with special needs to have an overlay of emotional problems; to be eligible for admission the child's emotional difficulties cannot adversely impact the child's ability to learn and cannot be the child's primary or major disability.

5. Orthopedic Impairments: Deaf applicants with orthopedic impairments may be accepted into MSD provided they are ambulatory and are able to move about the school using braces, a wheelchair, or a mobility aide.

6. Vision: Deaf children with visual impairments can be admitted to the Enhanced Program of Services provided that their visual impairment does not preclude the use of visual media ordinarily used in instruction. As the primary mode of communication and learning for deaf children is visual, applicants must be able to benefit from this form of instruction.

Partially sighted individuals who wear glasses that permit them to function visually within normal limits would qualify for admission. Deaf applicants who need special provisions such as braille or tactile manual communication would be referred to the Deaf-Blind unit of the Maryland School for the Blind in Overlea, Maryland and their Local School System.

7. Neurological Impairments: Deaf applicants who are diagnosed as having aphasia (receptively, expressively, or mixed), brain injury, central processing disorders, or an auditory processing disorder are not eligible for admission to MSD. While it is understood that deaf children/youth with supplemental neurological problems may evidence aphasic-like language deficiencies and characteristics, to meet admissions criteria they should have the ability to progress linguistically and academically through the visual modality.

8. Other Health Impairments: Applicants with other health impairments who, with the use of supplemental aides and services and/or assistance will be able to participate in the educational programs at MSD may be eligible for admission to the Enhanced Program of Services.

STUDENTS MSD DOES NOT SERVE

1. MSD does not serve students who are in need of 24-hour medical care.

2. MSD does not serve students who need a 24-hour psychiatric treatment program, including but not limited to students who exhibit arson tendencies, are psychotic or sociopathic, are chronic substance abusers or are a danger to themselves or others.

3. MSD does not serve students who need a custodial program, including but not limited to students who are severely to profoundly retarded , are autistic, or lack self-help skills. Students who lack self-help skills include those who are unable to learn simple mobility patterns around campus, are unable to communicate basic needs to staff members, are unable to respond appropriately to life-threatening situations, do not demonstrate the potential to eat and dress, or do not demonstrate the potential to attend to personal care/hygiene needs.

4. MSD does not serve students who exhibit severe acting out/aggressive behaviors, conduct disorders (including sexual behaviors), including but not limited to students who constitute a danger to themselves or others, students who demonstrate assaultive behavior, or students who demonstrate behavior requiring repeated contacts with law enforcement agencies.

REFERENCES:

[1] Code of Maryland Regulations (COMAR), Maryland State Board of Education, 13A.05.01.03B(20), Provision of a Free Appropriate Public Education, Revised December 2002.

[2] Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Revision/DSM-IV-TR, 2000
American Psychiatric Association, Washington , D.C.


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