PUBLIC SCHOOL OBLIGATIONS TO
DEAF AND HARD OF HEARING INDIVIDUALS
There are three federal laws that guarantee access to the
activities and programs of public schools by deaf and hard
of hearing students, parents, and personnel.
Section 504 of the Rehabilitation Act
of 1973, 29 U.S.C. 794, requires programs which receive
federal financial assistance to provide interpreters or
other auxiliary aids to individuals with disabilities when
necessary to give them equal access to the program. See also
Sections 34 C.F.R. 104.4 and 104.21. Public school systems
receive substantial federal financial assistance, so this
law applies to them. The Americans with Disabilities Act
(ADA), 42 U.S.C. Section Section 12101-12213, requires
comparable access by all state and local government schools,
regardless of whether or not they get federal assistance.
This part of the ADA went into effect on January 27,
1992.
A third federal law, the Individuals
with Disabilities Education Act (IDEA), also affects
children with disabilities. This law requires public school
systems to provide a "free, appropriate public education" to
such children. It establishes a procedure for developing an
individualized curriculum and identifying needed supportive
services for individual children. Although this is the
principal law which determines the special educational
services children will receive from a school system, Section
504 and the ADA provide additional protection, especially in
the context of architectural accessibility, extracurricular
activities and services for parents, personnel and other
adults.
The U.S. Department of Justice (DOJ)
has promulgated regulations to implement Title II of the
ADA, which applies to activities of public entities such as
school systems. 28 C.F.R. Part 35. The Title II regulations
specifically address the obligation of a school board or
other public entity to remove communication barriers for
deaf individuals:
(a) A public entity shall
take appropriate steps to ensure that communications with
applicants, participants, and members of the public with
disabilities are as effective as communications with
others.
(b)(l) A public entity shall
furnish appropriate auxiliary aids and services where
necessary to afford an individual with a disability an
equal opportunity to participate in, and enjoy the
benefits of, a service, program, or activity conducted by
a public entity.
28 C.F.R. Section 3S.160.
The DOJ regulation goes on to define
"auxiliary aids and services" to include:
Qualified interpreters,
notetakers, transcription services, written materials,
telephone handset amplifiers, assistive listening
devices, assistive listening systems, telephones
compatible with hearing aids, closed caption decoders,
open and closed captioning, telecommunications devices
for deaf persons (TDD's), videotext displays, or other
effective methods of making aurally delivered materials
available to individuals with hearing impairments; . . .
and . . . other similar services and actions.
28 C.F.R. Section 35.104. A school
agency may not assess any additional charge for the
provision of an auxiliary aid or service required by the
ADA. 28 C.F.R. Section 35.130 (f).
The appropriate auxiliary aid depends
on the context of the communication and the needs of the
individual with disabilities. For example, in a school
auditorium or a school board meeting, some deaf people may
need a sign language interpreter to follow the proceedings.
Other people with hearing impairments do not use sign
language. They may need a computer-assisted transcript or an
assistive listening system (e.g., a loop system or an FM or
infrared amplification system) in order to understand and
participate. If the school has videotapes or films, or if it
broadcasts on cable television, captioning may be the most
appropriate way to give access to deaf viewers. In order to
make sure a deaf individual is alerted to a fire or other
emergency, a school system should install visual (flashing)
fire alarms. Finally, a telecommunication device for deaf
persons (TDD) may be necessary, so that a school and a deaf
parent can communicate directly about illnesses, schedules,
discipline and other problems of a child.
The primary concern in determining the
appropriate auxiliary aid or service is whether or not the
aid or service is effective to give the person with impaired
hearing an opportunity to participate effectively. When
there is a disagreement or uncertainty about the appropriate
auxiliary aid, the regulations require the public agency to
give "primary consideration to the requests of the
individual with disabilities." 28 C.F.R. Section
35.160(b)(2). The Justice Department explains the need to
defer to individuals with disabilities in its Analysis to
its regulation:
The public entity shall honor
the choice [of the deaf individual for a particular
auxiliary aid] unless it can demonstrate that another
effective means of communication exists or that use of
the means chosen would not be required under Section
35.164.
Deference to the request of the
individual with a disability is desirable because of the
range of disabilities, the variety of auxiliary aids and
services, and different circumstances requiring effective
communication.
56 Fed.Reg. 35711-12 (July 26,
1991).
DOJ's Analysis to its ADA regulations
also address the obligations of school systems to provide
accessibility to parents with disabilities, regardless of
whether the children of those parents have
disabilities:
Some commenters asked for
clarification about the responsibilities of public school
systems under section 504 and the ADA with respect to
programs, services and activities that are not covered by
the Individuals with Disabilities Education Act (IDEA),
including, for example, programs open to parents or to
the public, graduation ceremonies, parent-teacher
organization meetings, plays and other events open to the
public, and adult education classes. Public school
systems must comply with the ADA in all of their
services, programs, or activities, including those that
are open to parents or to the public. For instance public
school systems must provide program accessibility to
parents and guardians with disabilities to these
programs, activities, or services, and appropriate
auxiliary aids and services whenever necessary to ensure
effective communication, as long as the provision of the
auxiliary aid results neither in an undue burden or in a
fundamental alteration of the program.
56 Fed. Reg. at 35696.
In addition to the above, a federal
court has ruled that school systems must provide
interpreters when deaf parents meet with teachers or attend
school programs such as orientation programs. Rothschild
v. Grottenthaler, 907 F.2d 286 (2nd Cir. 1990).
Finally, the Office for Civil Rights of the U.S. Department
of Education has made specific determinations that sign
language interpreters permit deaf people to participate
meaningfully in federally-assisted programs. It has ruled
that public school systems must provide effective
communication to extracurricular programs and other services
when these services are offered to parents as well as to
students.
Title II of the ADA also requires
school systems and other public entities to conduct a
self-evaluation of barriers to accessibility in their
services, and to make necessary modifications to remove such
barriers. 28 C.F.R. Section 35.105. The public entity must
also provide an opportunity for interested persons,
including individuals with disabilities or organizations
representing individuals with disabilities, to participate
in the self-evaluation by submitting comments.
School systems must routinely
publicize the method that deaf persons can use to request
necessary services such as interpreters. 28 C.F.R. Section
35.106. A public entity must have a procedure that a deaf
person can use to request service at school system
activities, accessible by TDD or through a relay service.
TDD-accessible telephone numbers should be clearly
identified in telephone directory listings, school system
letterhead, and information disseminated about school system
services.
Finally, the ADA also requires school
buildings that are altered or newly constructed to meet
minimum accessibility standards that comply with the ADA
Accessibility Guidelines (ADAAG) or the Uniform Federal
Accessibility Standards (UFAS), 28 C.F.R. Section 3S.151.
The ADAAG standards are published as Appendix A to 28 C.F.R.
Part 36. The portions of ADAAG that are most relevant to
deaf individuals are:
Emergency warnings and alarms Section 4.1.3(14),
Section 4.28
Public telephones Section 4.1.3(17),
Section 4.1.6(1)(e),
Section 4.31.5
Assembly areas (assistive Section 4.1.3(19)(b), listening systems) Section 4.33.6,
Section 4.33.7
Elevators Section 4.10.12(2),
Section 4.10.13,
Section 4.10.14
Signage Section 4.30.7
Visual devices in sleeping rooms Section 9.3.1,
Section 9.3.2, A4.28.4
Funded by a Grant
from the U.S. Department of Justice
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