Practice Standards & Resources

Educational Audiology Glossary

Source-vetted definitions of terms used in Individualized Education Program meetings, school audiology reports, and discussions of students who are deaf or hard of hearing.

A note on terminology

This glossary follows the Educational Audiology Association's 2023 board-approved position statement, Recommended Terminology When Referring to Hearing Differences.⁹ Preferred terms include deaf, Deaf, hard of hearing, deaf and hard of hearing, deafblind, deafened, hearing loss, atypical hearing, and typical hearing.

Terms such as hearing impaired, hearing handicapped, and deaf-mute are avoided here, though hearing impaired and auditory impairment continue to appear in older documents and in current federal special education law.¹⁸ When referring to an individual, deaf or hard of hearing is preferred; when referring to a group, deaf and hard of hearing is preferred. Wherever possible, each individual's own preference should be asked and honored.

Any page on edaud.org may link individual terms back to this glossary, so an unfamiliar word encountered elsewhere on the site should resolve to a definition here. Use the search box to filter the list, or jump directly to a letter below. Definitions are footnoted to primary and authoritative sources; a numbered References section appears at the end of the glossary.

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5

504 Plan

A written plan developed under Section 504 of the federal Rehabilitation Act of 1973 that documents the accommodations a student with a disability requires to access the educational program on an equal basis with peers.¹ A 504 Plan applies when a student's disability substantially limits a major life activity but does not require specially designed instruction. Students with mild or unilateral hearing differences who make adequate academic progress with classroom accommodations are sometimes served through a 504 Plan rather than an Individualized Education Program.

Related: Accommodations, IEP, FAPE, ADA, OCR

A

AAC (Augmentative and Alternative Communication)

A range of tools and strategies used to supplement or replace spoken communication, including picture symbols, communication boards, manual signs, gestures, and speech-generating devices.² Augmentative and alternative communication may be unaided (using only the body) or aided (using external materials or technology). Some students who are deaf or hard of hearing use augmentative and alternative communication alongside, or in place of, spoken language.

Accommodations

Changes to how a student accesses instruction or demonstrates learning that provide equal access to the same curriculum without altering what is taught or measured.^1,8 Accommodations frequently used by students who are deaf or hard of hearing include preferential seating, use of a remote microphone system, written instructions or visuals, and captioned media. Accommodations are documented in the Individualized Education Program or 504 Plan.

ADA (Americans with Disabilities Act)

A federal civil rights law, enacted in 1990 and amended by the ADA Amendments Act of 2008, that prohibits discrimination based on disability across employment, state and local government services, public accommodations, and telecommunications.³ In schools, the ADA operates alongside Section 504 and the Individuals with Disabilities Education Act to ensure equal access and reasonable accommodations. Unlike IDEA, the ADA covers individuals across the lifespan rather than only students.

Related: 504 Plan, IDEA, FAPE, OCR

ALD (Assistive Listening Device)

An umbrella term for any device that improves a listener's access to specific acoustic environments, including remote microphone systems, induction (hearing) loops, amplified telephones, alerting devices, and television listening devices.⁴ Assistive listening devices may be coupled with hearing aids or cochlear implants or used independently. In school settings the term overlaps closely with hearing assistive technology.

American Sign Language (ASL)

A complete, natural language with its own grammar and vocabulary, expressed through handshapes, facial expressions, and body movement.⁵ American Sign Language is not a signed form of English; it is the primary language of many Deaf communities in the United States and Canada and is used by some students as their first or preferred language at school. As with English and French, the name of the language is always capitalized.

ANSI/ASA S12.60 (classroom acoustics standard)

A voluntary national standard developed by the Acoustical Society of America and accredited by the American National Standards Institute that establishes maximum permissible background noise levels and reverberation times for instructional spaces.⁶ The standard recognizes that excessive room noise and reverberation compromise speech intelligibility for all learners, particularly for students who are deaf or hard of hearing. Educational audiologists, school administrators, and architects reference this standard when designing, evaluating, or renovating learning spaces.

APD / CAPD (Auditory Processing Disorder)

A condition in which peripheral hearing is within typical limits but the central auditory nervous system has difficulty processing acoustic information — for example, discriminating similar speech sounds, following spoken directions, or understanding speech in noise.⁷ The terms auditory processing disorder (APD) and central auditory processing disorder (CAPD) refer to the same construct; APD is the more current label. Diagnosis requires specialized testing by an audiologist, and management typically combines classroom accommodations, listening and learning strategies, and, where appropriate, a remote microphone system.

AT (Assistive Technology)

Any device, item, equipment, or software used to maintain or improve the functional capabilities of a student with a disability. Under the federal Individuals with Disabilities Education Act, assistive technology must be considered for every student with an Individualized Education Program.⁸ Examples relevant to students who are deaf or hard of hearing include remote microphone systems, captioning tools, hearing assistive technology, and visual alerting devices.

atypical hearing

Hearing thresholds outside the typical range that are present from birth or identified very early in life. The Educational Audiology Association recommends the term atypical hearing for congenital hearing differences because it acknowledges the difference without implying that something has been lost — the individual never experienced typical hearing.⁹ The term hearing loss is reserved for hearing changes acquired after birth.

Audiogram

A graph used by audiologists to document a person's hearing thresholds across the frequencies most important for speech understanding, typically 250 through 8000 Hz.¹⁰ Hearing level is plotted in decibels (dB HL) on the vertical axis and frequency in hertz on the horizontal axis; lower-positioned thresholds indicate poorer hearing. The audiogram is the foundational record from which type, degree, and configuration of hearing differences are described and clinical recommendations made.

Audiology Assistant

A school staff member who performs prescribed, directed, and supervised tasks under the direction of a licensed educational audiologist, allowing the supervising audiologist to focus on responsibilities that require independent clinical judgment.⁴¹ Trained tasks appropriate to the role include daily checks and routine maintenance of hearing screening and evaluation equipment, listening checks of personal hearing instruments and remote microphone systems, electroacoustic analysis with results interpreted by the audiologist, implementation of hearing screenings, preparation of students for testing, data management, and administrative support.^41,42,43 Tasks reserved for the licensed audiologist include determining the assessment plan, interpreting test results, composing IEP goals or 504 accommodations, signing reports, counseling, and unsupervised service delivery. State licensure laws and supervision requirements vary considerably; some states require training through the Council for Accreditation in Occupational Hearing Conservation (CAOHC).⁴⁴ Assistants should always be clearly identified by title so they are not confused with a licensed audiologist.⁴¹

Auditory brainstem response (ABR)

An electrophysiologic test that measures the synchronous neural response of the auditory nerve and brainstem pathways to acoustic stimuli, recorded from scalp electrodes.¹⁰ Because no behavioral response is required, the auditory brainstem response is used with newborns, infants, and others who cannot reliably participate in behavioral testing. It is a core component of newborn hearing screening follow-up under the Early Hearing Detection and Intervention framework.¹¹

Auditory neuropathy spectrum disorder (ANSD)

A pattern of hearing difference in which outer hair cell function is preserved but the neural transmission of sound along the auditory nerve is disrupted, resulting in poor neural synchrony.^10,11 Children with auditory neuropathy spectrum disorder commonly demonstrate inconsistent responses to sound and disproportionate difficulty understanding speech, particularly in noise. The diagnostic pattern is typically present otoacoustic emissions with absent or markedly abnormal auditory brainstem response.

B

Background noise

Any unwanted acoustic energy in a listening environment, including hallway conversation, ventilation systems, classroom movement, and exterior traffic.⁶ Background noise competes with the talker's voice and degrades speech intelligibility, particularly for students who are deaf or hard of hearing, younger learners, and students learning English. Reducing background noise is among the most effective interventions for improving classroom listening conditions.

Behavior Intervention Plan (BIP)

A written plan, often appended to an Individualized Education Program, that specifies the behaviors targeted for intervention, the function those behaviors serve, the replacement behaviors to be taught, and the strategies the educational team will use to support the student. Federal special education regulations require that a behavior intervention plan be considered when a student's behavior impedes their learning or that of others.¹² A behavior intervention plan typically follows a Functional Behavioral Assessment.

Bilateral hearing loss

Hearing difference in both ears.¹³ The two ears may differ in type and degree of loss; the term bilateral simply indicates that both sides are affected. Most students with bilateral hearing differences benefit from amplification in each ear.

Bilingual-bicultural approach

An educational approach in which American Sign Language is used as the primary language of instruction and English is taught as a second language, generally in written form.^5,13 The approach explicitly affirms participation in both Deaf and hearing cultures. Families choose this approach when fluency in American Sign Language and membership in the Deaf community are educational priorities.

Bone-anchored hearing system (BAHS)

A device that delivers sound to the inner ear by mechanically vibrating the bones of the skull, bypassing the outer and middle ear.¹⁴ The external sound processor couples to a surgically placed osseointegrated implant or to a non-surgical softband. Bone-anchored hearing systems are commonly fitted for conductive or mixed hearing differences and for single-sided deafness.

C

Child find

A requirement under the federal Individuals with Disabilities Education Act that obligates every state and local educational agency to identify, locate, and evaluate all children with disabilities who reside in the jurisdiction and may need special education or early intervention services.¹⁵ Child find covers children from birth through age 21, including those who are home-schooled or enrolled in private schools. Families may request an evaluation at any time without waiting for a school referral.

Clinical audiologist

A licensed audiologist whose practice is delivered in a hospital, private practice, otolaryngology clinic, or other medical setting.¹⁶ Clinical audiologists diagnose hearing and balance disorders, select and fit personal amplification, and provide medical-model audiologic care across the lifespan. School coordination is typically a smaller portion of clinical practice than diagnostic and rehabilitative care.

Cochlear implant (CI)

A surgically implanted device that bypasses non-functioning portions of the inner ear and delivers electrical stimulation directly to the auditory nerve.¹⁴ A cochlear implant comprises an internal component placed during surgery and an externally worn sound processor. Cochlear implantation is generally indicated when conventional amplification does not provide adequate access to speech.

Conductive hearing loss (CHL)

Hearing difference caused by a disruption in the conduction of sound through the outer or middle ear, preventing sound from reaching the inner ear at full intensity.¹⁰ Common etiologies include otitis media with effusion, middle ear infection, cerumen impaction, and atresia or microtia. Many conductive hearing differences are responsive to medical or surgical management; others are addressed with amplification.

Conditioned play audiometry (CPA)

A behavioral test technique used with children typically aged two through five years in which the child is conditioned to perform a simple play response — for example, dropping a block into a container or placing a peg in a board — each time a stimulus is detected.¹⁰ Conditioned play audiometry yields reliable ear- and frequency-specific thresholds from which an audiogram is constructed. Audiologists select this technique when the child is developmentally ready for instruction but not yet able to reliably raise a hand.

Consultative model

A service delivery model in which the educational audiologist (or other specialist) supports a student primarily by working with the school team — coaching teachers, modifying the listening environment, monitoring hearing technology, and participating in meetings — rather than providing direct instruction to the student.¹³ Consultative service is appropriate when the student is making expected academic progress but continues to require system-level supports. Consultative time is documented in Individualized Education Program service minutes.

Cued speech

A visual communication system that uses a small inventory of handshapes placed near the mouth, combined with mouth movements, to make every phoneme of a spoken language visually distinguishable.¹⁷ Cued speech is not a sign language; it is a method for rendering spoken languages fully visible. Some families adopt it to support spoken-language phonological development, literacy, and speechreading.

D

deaf

With a lowercase d, the term refers to a person whose hearing thresholds fall in the severe to profound range and who does not necessarily identify with the signing Deaf community.⁹ It is a descriptor of audiometric status rather than a cultural identity. Individuals who are deaf may or may not also identify as Deaf.

Deaf

With a capital D, the term refers to a person who identifies as a member of the signing Deaf community, regardless of measured hearing thresholds.^5,9 The Deaf community considers itself a linguistic and cultural minority with its own history, social norms, and signed languages, including American Sign Language. Capital-D Deaf denotes cultural and linguistic identity rather than a level of hearing.

deaf and hard of hearing

A collective phrase describing the full range of individuals with hearing differences across all hearing levels, communication preferences, and cultural identities.⁹ The Educational Audiology Association recommends deaf and hard of hearing when referring to a group and deaf or hard of hearing when referring to an individual, recognizing that many Deaf individuals wish to maintain a distinct cultural identity rather than be grouped together.

Deaf and hard of hearing (DHH) eligibility

A special education eligibility category applied to students whose hearing differences — whether mild, moderate, severe, profound, unilateral, or fluctuating — adversely affect educational performance. Federal regulations under the Individuals with Disabilities Education Act recognize the categories of deafness and hearing impairment; state definitions and criteria vary.¹⁸ Eligibility under this category establishes access to specialized services, including educational audiology and the support of a teacher of the deaf and hard of hearing.

deafblind

A term describing an individual with both reduced hearing and reduced vision in a combination that affects daily functioning. Federal regulations recognize deaf-blindness as a distinct special education eligibility category, separate from the hearing and visual impairment categories.¹⁸ Students who are deafblind require specialized services designed for combined sensory access needs.

deafened / late-deafened

Terms describing an individual whose hearing differences were acquired after birth — in childhood or later in life.⁹ Individuals who become deafened bring lived experience of typical hearing that shapes their communication preferences, identity, and adjustment. Their service needs often differ from those of individuals born with atypical hearing.

Decibel (dB HL, dB SPL, dB SL)

The unit used to express the intensity of sound. Audiograms most commonly report hearing in decibels Hearing Level (dB HL), a scale calibrated such that 0 dB HL approximates the softest sound a person with typical hearing can just detect.¹⁰ Decibels Sound Pressure Level (dB SPL) is the physical measure used in research and probe-microphone verification of hearing aids. Decibels Sensation Level (dB SL) refers to the level of a stimulus above an individual listener's threshold for that stimulus.

Degree of hearing loss

A descriptor of how much hearing difference is present, typically reported as slight, mild, moderate, moderately severe, severe, or profound. Classifications are based on the softest sound thresholds averaged across the frequencies most important for speech.¹⁹ Degree is one component of the audiologic picture; type, configuration, stability, and functional impact on communication are equally important to consider.

Distortion product otoacoustic emissions (DPOAE)

A specific class of otoacoustic emissions evoked by two precisely controlled pure tones presented simultaneously, producing measurable distortion products generated by healthy outer hair cells.^10,11 Distortion product otoacoustic emissions are the most commonly used OAE in newborn hearing screening, school-age screening, and monitoring of hearing during certain ototoxic medical treatments. A pass result is interpreted as evidence of outer hair cell integrity but does not confirm full auditory function.

DM system (digital modulation)

A class of remote microphone system that transmits a talker's signal to a student's hearing device using digital radio protocols.⁴ Digital modulation systems are the modern successor to analog FM systems and generally provide improved audio fidelity and resistance to interference. The terms DM, FM, and remote microphone are often used interchangeably in school settings even when the underlying technology is digital.

Dual diagnosis

A term applied when a student has a hearing difference together with another disability or significant condition — for example, hearing differences with autism, or hearing differences with developmental delay.¹³ Students with a dual diagnosis require coordinated teaming because supports for one condition may interact with supports for another. The educational audiologist works alongside other specialists to ensure that auditory access remains addressed.

Due process

A formal legal procedure available to families and school districts to resolve disagreements about a student's special education services.²⁰ A due process complaint may proceed to a hearing before an impartial hearing officer. Due process is typically pursued after informal options and mediation have been attempted.

E

Early Hearing Detection and Intervention (EHDI)

The national framework, supported by federal law and the Centers for Disease Control and Prevention, that aims to identify hearing differences in newborns, confirm diagnosis early, and connect families with intervention services.^11,21 The widely cited 1-3-6 benchmarks call for hearing screening by 1 month of age, diagnostic confirmation by 3 months, and entry into early intervention by 6 months. EHDI is the system through which children with congenital atypical hearing are most commonly first identified.

Early Intervention (EI)

The common designation for the services provided to infants and toddlers, birth through age 3, under Part C of the federal Individuals with Disabilities Education Act.²² Early intervention is family-centered, documented in an Individualized Family Service Plan, and designed to support development during the period of most rapid neural growth. Services for children with atypical hearing routinely include audiology, speech-language services, and family-centered communication coaching.

Related: IDEA Part C, IFSP, EHDI, Child find

Educational audiologist

An audiologist who specializes in hearing and listening within school settings. Educational audiologists serve students who are deaf or hard of hearing, manage hearing technology used in classrooms, consult with teachers and families, evaluate classroom acoustics, and contribute to Individualized Education Program and 504 Plan teams.^13,16 The goal of educational audiology practice is full auditory and communication access across the school day.

ELL / EL (English Learner)

A student whose home or first language is not English and who is acquiring English at school. English Learner (EL) is the term used in current federal law; English Language Learner (ELL) is the earlier term.²³ Students who are deaf or hard of hearing may also be English Learners — for example, when American Sign Language or another spoken language is the home language. The Individualized Education Program team is responsible for considering both hearing and language needs in service planning.

ESSA (Every Student Succeeds Act)

A federal education law, signed in December 2015, that governs how K–12 public schools are held accountable for student achievement.²³ The Every Student Succeeds Act replaced No Child Left Behind and grants states increased flexibility in setting standards, assessment, and improvement plans. ESSA is distinct from federal special education law but shapes the general-education context in which students who are deaf or hard of hearing participate.

Related: IDEA, FAPE

ESY (Extended School Year)

Special education services delivered beyond the standard school calendar — most commonly during summer — for students who would otherwise lose critical skills during extended breaks. Extended school year services are not summer school; they are determined individually based on documented regression and recoupment of skills.²⁴ Eligibility decisions are made by the Individualized Education Program team.

Related: IEP, FAPE, Related services

F

FAPE (Free Appropriate Public Education)

The right, guaranteed under the federal Individuals with Disabilities Education Act, of every eligible student with a disability to receive special education and related services at public expense.⁸ Appropriate means the program must be reasonably calculated to enable the student to make progress appropriate in light of the student's circumstances. FAPE is the substantive standard against which Individualized Education Programs are evaluated.

Related: IDEA, IEP, LRE, Related services

FERPA (Family Educational Rights and Privacy Act)

A federal law that protects the privacy of student education records and gives parents — and students who have reached age 18 — the right to inspect those records and request corrections.²⁵ FERPA also restricts disclosure of education records to third parties without consent. School audiology reports, Individualized Education Programs, and hearing screening results are FERPA-protected education records.

Related: Parental consent, IEP

Fluctuating hearing loss

Hearing difference that varies over time, sometimes from day to day or week to week. Fluctuating hearing is most commonly associated with middle ear conditions such as recurrent otitis media or persistent middle ear effusion, but can occur with certain inner ear conditions as well.¹³ Variable auditory access makes consistent classroom listening difficult and typically calls for flexible accommodations together with ongoing audiologic monitoring.

FM system

A remote microphone system in which the talker's microphone transmits an analog signal by FM radio waves to a receiver coupled to the student's hearing device.⁴ FM systems improve the signal-to-noise ratio at the student's ear, allowing the talker's voice to be received above classroom noise. Many schools have transitioned to digital modulation systems; the term FM remains in general use as a category label for this technology.

Functional Behavioral Assessment (FBA)

A structured assessment process used by schools to identify why a student is engaging in specific behaviors — particularly behaviors that interfere with learning.¹² A functional behavioral assessment integrates data from direct observation, interviews, and records review to identify the antecedents and maintaining consequences of the behavior and to inform replacement behaviors. Findings drive the development of a Behavior Intervention Plan.

Functional Listening Evaluation (FLE)

An assessment that compares a student's speech understanding under different real-classroom conditions — for example, varying speaker distance, presence or absence of visual cues, and quiet versus noise.¹³ Educational audiologists use the Functional Listening Evaluation to document how a student performs in listening environments resembling the classroom, beyond what a clinical audiogram alone can predict. Results inform accommodations, equipment recommendations, and Individualized Education Program goals.

H

hard of hearing

A term describing an individual with hearing differences who retains useful access to spoken communication — for example, an individual able to use a voice telephone or follow conversation with hearing aids.⁹ In North America the term encompasses a wide range of hearing levels; in the United Kingdom it is considered outdated. Many individuals with mild to severe hearing levels prefer hard of hearing to other descriptors.

Hearing aid (HA)

A wearable device that amplifies and shapes acoustic input to improve the wearer's access to sound.¹⁴ Modern hearing aids are programmed by an audiologist to match the wearer's specific hearing profile and may stream from telephones, remote microphones, and other connected accessories. Hearing aids are personal medical devices belonging to the student, not the school.

Hearing assistive technology (HAT)

An umbrella term for devices and systems that improve a person's access to sound beyond what a personal hearing aid or cochlear implant alone provides.⁴ Hearing assistive technology includes remote microphone systems, soundfield amplification systems, captioning tools, alerting devices, and induction loop systems. In school settings the term most often refers to equipment used to deliver the teacher's voice clearly to the student.

hearing loss

A general term used to describe any reduction in hearing thresholds. The Educational Audiology Association distinguishes hearing loss — hearing changes acquired after birth, such as from illness, noise exposure, ototoxicity, or aging — from atypical hearing, which describes hearing differences present from birth.⁹ Common usage applies the term more broadly, and this site follows that convention while noting the distinction where it is relevant.

I

IDEA (Individuals with Disabilities Education Act)

The principal federal law guaranteeing children with disabilities the right to special education and related services. Originally enacted in 1975 and most recently reauthorized in 2004, the Individuals with Disabilities Education Act covers eligible children from birth through age 21.⁸ The U.S. Department of Education maintains an official site at sites.ed.gov/idea with the statute and implementing regulations.

Related: IDEA Part B, IDEA Part C, FAPE, LRE, IEP, IFSP, OSEP

IDEA Part B (ages 3–21)

The section of the federal Individuals with Disabilities Education Act that governs special education services for children ages 3 through 21.⁸ Part B establishes the framework for Individualized Education Programs, eligibility determination, and the procedural safeguards that accompany them. Services are administered through the local educational agency.

Related: IDEA, IDEA Part C, IEP, FAPE

IDEA Part C (birth to 3)

The section of the federal Individuals with Disabilities Education Act that authorizes early intervention services for infants and toddlers from birth to the third birthday.²² Part C services are coordinated through a state-designated lead agency and are documented in an Individualized Family Service Plan. Children identified with atypical hearing through newborn hearing screening commonly enter Part C in the first months of life.

IEE (Independent Educational Evaluation)

An evaluation conducted by a qualified examiner who is not employed by the local educational agency. Under federal special education law, parents have the right to request an independent educational evaluation at public expense when they disagree with the district's evaluation.²⁶ The district must either fund the IEE or initiate a due process hearing to defend its own evaluation.

IEP (Individualized Education Program)

A written, legally binding plan required by the federal Individuals with Disabilities Education Act that documents the special education and related services a student with a disability will receive.²⁷ The Individualized Education Program is developed by a team that includes the student's parents and is reviewed at least annually. The document specifies measurable goals, services, accommodations, placement, and the means by which progress will be measured.

Related: IFSP, 504 Plan, PLAAFP, Accommodations, IEP minutes

IEP minutes

The amount of service time specified in a student's Individualized Education Program — for example, 60 minutes per month of educational audiology consultation. Service minutes may describe direct service, consultative service, or a combination, and the local educational agency is responsible for ensuring their delivery.²⁷ Tracking and documenting service minutes is a routine responsibility of every related service provider.

IFSP (Individualized Family Service Plan)

A written plan, analogous in function to an Individualized Education Program but family-focused, that documents early intervention services for infants and toddlers served under IDEA Part C.²² The Individualized Family Service Plan describes the child's strengths and needs, family priorities and concerns, services to be provided, and the means of measuring progress. It is reviewed periodically and updated as the child develops.

Inclusion

An approach to schooling in which students with disabilities learn alongside peers without disabilities in general education settings to the maximum extent appropriate, with the supports necessary to succeed.²⁸ Inclusion is a philosophy and a set of practices rather than a single placement. It is operationalized through the federal requirement to educate students in the Least Restrictive Environment.

Itinerant model

A service delivery model in which a specialist — typically an educational audiologist or teacher of the deaf and hard of hearing — travels among multiple schools to serve students wherever they are enrolled.¹³ Itinerant providers may deliver direct service, consultative service, or both. The model is common in rural areas and for low-incidence specialties such as deaf education.

J

JCIH (Joint Committee on Infant Hearing)

A multidisciplinary committee of national organizations that issues position statements and practice guidelines on identifying and managing hearing differences in infants and young children.¹¹ The Joint Committee on Infant Hearing includes representatives from audiology, pediatrics, otolaryngology, and early intervention. JCIH position statements are widely referenced in newborn hearing screening protocols and state Early Hearing Detection and Intervention programs.

L

LEA (Local Education Agency)

The federal term for a local school district or other public agency that operates schools and is legally responsible for delivering special education and related services under the federal Individuals with Disabilities Education Act.⁸ An Individualized Education Program includes an LEA representative — a school official authorized to commit district resources and supervise specialized instruction. Charter schools, intermediate units, and educational cooperatives operating schools are also LEAs.

Listening and spoken language (LSL)

An educational and therapeutic approach for children who are deaf or hard of hearing that focuses on the development of listening skills and spoken language through consistent use of hearing technology.²⁹ Listening and spoken language practitioners coach families to embed listening-rich routines into daily life. Early identification, early amplification, and consistent device use are central to the approach.

LRE (Least Restrictive Environment)

A requirement under the federal Individuals with Disabilities Education Act that students with disabilities be educated with peers who are not disabled to the maximum extent appropriate.²⁸ The Least Restrictive Environment is determined individually for each student; it is not a single classroom or program. Removal from the general education setting is appropriate only when supports and services there cannot provide the student a free appropriate public education.

Related: FAPE, IDEA, Inclusion, IEP

M

Masking

An audiologic technique in which controlled noise is delivered to the non-test ear during a hearing test to prevent that ear from contributing to the response measured at the test ear.¹⁰ Masking is essential for ear-specific accuracy, particularly when the two ears differ significantly in hearing levels. The decision to mask and the level required follow established clinical rules.

Mediation

A voluntary, confidential process in which a trained, impartial mediator assists families and school districts in resolving a special education disagreement through agreement.³⁰ Mediation is faster and less adversarial than due process and is provided at no cost to the family. Either party may request mediation, and either may decline.

Medicaid in schools (school-based Medicaid)

A federal-state program that allows schools to bill Medicaid for certain health-related services — including audiology, speech-language pathology, and other related services — delivered to Medicaid-eligible students.³¹ School-based Medicaid is an important funding source that helps sustain related services in districts. Billing requires informed parental consent and accurate documentation.

Minimal/mild hearing loss (MMHL)

A category encompassing hearing differences that are slight in degree — historically underrecognized because the student often appears to hear adequately. Peer-reviewed research has documented that even minimal or mild hearing differences increase listening effort and can affect classroom participation and academic progress.^32,33 Students in this category benefit from monitoring, accommodations, and in many cases personal amplification.

Mixed hearing loss (MHL)

Hearing difference that includes both a conductive component, originating in the outer or middle ear, and a sensorineural component, originating in the inner ear or auditory nerve, in the same ear.¹⁰ Management may combine medical or surgical treatment of the conductive contribution with amplification for the residual loss. Mixed losses may shift over time as the conductive component improves or worsens.

Modifications

Changes to what a student is expected to learn or demonstrate, rather than how the student shows learning. Reducing the number of vocabulary words a student is required to master, for example, is a modification, whereas allowing additional time to learn the full list is an accommodation.⁸ Because modifications change curricular expectations themselves, they are applied judiciously and documented in the Individualized Education Program.

Related: Accommodations, IEP, FAPE

Multidisciplinary team (MDT)

A team of professionals from different disciplines who together evaluate a student and plan supports. A multidisciplinary team for a student who is deaf or hard of hearing typically includes the educational audiologist, a teacher of the deaf and hard of hearing, a speech-language pathologist, the general education teacher, a school psychologist, and the family.⁸ Federal special education law requires that evaluations be conducted by a team rather than a single individual.

Multiple disabilities (MD)

A special education eligibility category for students who have two or more co-occurring disabilities — for example, an intellectual disability combined with hearing or vision differences — whose combined needs cannot be met through services for any single category alone. The federal definition specifically excludes deaf-blindness, which constitutes its own category.¹⁸ Students in this category often require highly individualized educational programming.

Related: Dual diagnosis, deafblind, IDEA, IEP

Multi-tiered system of supports (MTSS)

A schoolwide framework that organizes academic and behavioral supports along tiers of increasing intensity — universal supports for all students, targeted supports for some, and intensive supports for a few.²³ Multi-tiered system of supports is broader than Response to Intervention and explicitly includes behavioral and social-emotional needs. Students who do not respond to lower-tier supports may be referred for a special education evaluation.

O

Occupational therapist (OT)

A licensed professional who supports students in developing or recovering the skills required for the occupations of daily life — in school, that includes fine motor skills, handwriting, self-care, sensory processing, and tool use.³⁴ Occupational therapy is provided in schools as a related service when needed for a student to benefit from special education. Occupational therapists frequently collaborate with educational audiologists when students present with combined hearing and sensory needs.

OCR (Office for Civil Rights)

The federal office, within the U.S. Department of Education, that enforces civil rights statutes prohibiting discrimination in programs receiving federal financial assistance — including Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act as they apply to schools.³⁵ Families may file an OCR complaint alleging disability discrimination. OCR investigates and may require corrective action.

Related: 504 Plan, ADA, Due process

OSEP (Office of Special Education Programs)

The office within the U.S. Department of Education that administers the federal Individuals with Disabilities Education Act, provides policy guidance, monitors state compliance, and administers federal special education funding to states.³⁶ OSEP publishes data on special education outcomes and issues interpretive guidance on IDEA. State educational agencies report to OSEP.

Other health impairment (OHI)

A special education eligibility category for students whose limited strength, vitality, or alertness — due to chronic or acute health conditions — adversely affects educational performance. Conditions commonly served under this category include ADHD, asthma, epilepsy, and certain genetic syndromes.¹⁸ Some students with hearing differences combined with a health condition are served under Other Health Impairment in addition to, or in place of, the deaf and hard of hearing category.

Otoacoustic emissions (OAE)

Very low-intensity acoustic emissions produced by healthy outer hair cells in the cochlea in response to a stimulus, measured by a probe placed in the ear canal.^10,11 Otoacoustic emissions are widely used in newborn hearing screening and in monitoring of cochlear function during certain medical treatments. Presence of otoacoustic emissions provides evidence of outer hair cell function but does not confirm hearing through the full auditory pathway.

Otoscopy

A physical examination of the ear canal and tympanic membrane using a hand-held instrument with a light source, called an otoscope.¹⁰ Audiologists perform otoscopy at the outset of an evaluation to identify cerumen, infection, or other findings that may affect testing or the coupling of hearing devices. Otoscopy is a routine component of physician examinations as well.

P

Paraprofessional / paraeducator (often "para")

A school staff member who works under the supervision of a teacher or specialist to support students — at times one student, at times a small group, and at times a full classroom.¹³ Paraprofessionals working with students who are deaf or hard of hearing may assist with note-taking, equipment monitoring, communication support, or behavior. Training and role definition vary significantly by district and state.

Written permission from a parent or legal guardian required before a school may take certain actions in special education — including initial evaluation, initial provision of services, or billing Medicaid for school-based services.³⁷ Federal regulations specify precisely when parental consent is required. Parents have the right to refuse consent and to revoke consent previously given.

Physical therapist (PT)

A licensed professional who supports students in developing gross motor skills, mobility, posture, and access to the physical environment of the school.³⁴ Physical therapy is provided in schools as a related service when needed for a student to benefit from special education — for example, to navigate hallways or participate in physical education. Physical therapists may collaborate with audiologists when students present with vestibular or balance concerns.

PLAAFP (Present Levels of Academic Achievement and Functional Performance)

The component of the Individualized Education Program that describes, in concrete terms, what a student currently does academically, socially, and functionally, and how the student's disability affects involvement and progress in the general education curriculum.²⁷ The Present Levels of Academic Achievement and Functional Performance (sometimes referred to as Present Levels of Performance (PLOP)) statement is the foundation on which goals, services, and accommodations are constructed. A strong Present Levels statement reflects data and direct observation rather than general impression.

Related: IEP, Accommodations, FAPE

Prior written notice (PWN)

A written document the school must provide to parents before proposing — or refusing — to initiate, change, or refuse a special education evaluation, identification, placement, or service.³⁸ Prior written notice must describe the proposed or refused action, the rationale, other options considered, and the data on which the decision was based. It is among the principal procedural safeguards under federal special education law.

Related: Parental consent, Due process, Mediation

Pull-out (service model)

A service model in which a student leaves the general education classroom for a defined period to work individually or in a small group with a specialist, such as an educational audiologist or speech-language pathologist.¹³ Pull-out service is appropriate when targeted skills require focused, distraction-free instruction. The tradeoff is missed time in the general education setting.

Pure-tone average (PTA)

A single value summarizing a person's hearing in each ear, calculated by averaging thresholds at the frequencies most important for speech understanding — typically 500, 1000, and 2000 Hz.¹⁰ The pure-tone average is a convenient summary statistic; it does not capture all relevant information, and two ears with identical pure-tone averages may perform very differently for the listener.

Push-in (service model)

A service model in which the specialist delivers service inside the general education classroom alongside the regular activity, rather than withdrawing the student to another setting.¹³ Push-in service supports peer engagement and the generalization of skills to authentic classroom contexts. It also provides direct opportunity for coaching of the general education teacher.

R

Real-Ear Measurement (REM)

A measurement of the sound pressure level present in a person's ear canal when wearing a hearing aid, recorded with a probe microphone placed near the tympanic membrane.¹⁴ Real-ear measurement is the standard of care for verifying that a hearing aid matches prescriptive targets for the individual's hearing profile and ear acoustics. Educational audiologists may use real-ear measurement to confirm that a student's hearing aids are programmed appropriately for school listening demands.

Developmental, corrective, and support services required to assist a child with a disability to benefit from special education. Under the federal Individuals with Disabilities Education Act, related services include audiology, speech-language pathology, occupational therapy, physical therapy, counseling, transportation, and others.³⁴ Related services are listed and quantified in the student's Individualized Education Program.

A professional who delivers one of the related services identified in a student's Individualized Education Program — for example, an educational audiologist, speech-language pathologist, occupational therapist, physical therapist, or school counselor.³⁴ Related services providers are full members of the Individualized Education Program team and contribute to evaluations, goal development, and progress monitoring. Service delivery minutes are documented as for other special education services.

Remote microphone (RM) system

A device that positions a microphone close to the talker — generally the teacher — and transmits that signal wirelessly to a receiver coupled to the student's hearing device.⁴ By eliminating distance and most of the room noise, a remote microphone system delivers a substantially clearer signal than a hearing aid or cochlear implant alone provides. Remote microphone systems use FM, digital modulation, or other wireless protocols.

Response to intervention (RTI)

A schoolwide framework for identifying academic difficulties early through increasingly intensive instruction and progress monitoring. Students who do not respond to general classroom instruction receive more intensive small-group or individual instruction; those who continue not to make progress may be referred for special education evaluation.⁸ Response to intervention is often nested within a broader multi-tiered system of supports.

Reverberation time (RT60)

A measurement of how long it takes a sound in a room to decay — specifically, the time required for the sound level to drop by 60 decibels after the source ceases.⁶ Long reverberation times degrade speech intelligibility, particularly for students who are deaf or hard of hearing. Classroom acoustics standards specify target reverberation times that support intelligible listening conditions.

S

School nurse

A registered nurse employed by a school or district who manages student health needs during the school day. School nurses commonly coordinate hearing and vision screening, manage medications, respond to illness and injury, and communicate with families about health concerns.¹³ For students who are deaf or hard of hearing, the school nurse is frequently a key partner in monitoring ear health and equipment.

School psychologist

A specialist trained in mental health, learning, and behavior who supports students, teachers, and families. School psychologists conduct evaluations for special education eligibility, provide counseling, contribute to behavior planning, and support crisis response.¹³ School psychologists are core members of the multidisciplinary team.

SEA (State Education Agency)

The state-level department or agency responsible for K–12 public education — typically the state department of education. Under federal special education law, the State Education Agency oversees how local educational agencies implement the Individuals with Disabilities Education Act and bears ultimate responsibility for compliance across the state.⁸ State educational agencies also receive state-level complaints about special education services.

Related: LEA (Local Education Agency), IDEA, OSEP

Sensorineural hearing loss (SNHL)

Hearing difference caused by damage to the cochlear hair cells or to the auditory nerve.¹⁰ Most sensorineural hearing differences are permanent and are addressed through hearing aids, cochlear implants, or other technology rather than medical or surgical treatment. Etiologies include genetic factors, certain infections and medications, noise exposure, and aging.

Service log

A running record maintained by a related services provider documenting when, where, and how a student's services were delivered.^13,31 Service logs support accountability, document the delivery of Individualized Education Program minutes, and often serve as the basis for school-based Medicaid billing. They are also valuable records when families or new team members request a history of services provided.

Signal-to-noise ratio (SNR)

The difference, in decibels, between the level of the target signal — typically the teacher's voice — and the level of background noise.^4,6 A higher signal-to-noise ratio means the target stands out more clearly; a lower ratio means the signal is more difficult to extract. Children, and especially children with hearing differences, require a higher signal-to-noise ratio than adults to understand speech.

Single-Sided Deafness (SSD)

A severe to profound hearing level in one ear with typical hearing in the other ear. Single-Sided Deafness is sometimes used as a more specific designation than unilateral hearing loss, which encompasses any degree of loss in one ear.¹⁰ Students with single-sided deafness face distinctive challenges with sound localization, listening in noise, and access to talkers on the affected side; classroom accommodations and bone-conduction or CROS systems are sometimes considered.

Soundfield system

A classroom amplification system in which the teacher's voice is captured by a microphone and reproduced through speakers placed throughout the room.⁴ The intent of a soundfield system is more even and consistent reach of the teacher's voice across all seats, not increased volume. Soundfield systems benefit all students; they do not substitute for a personal remote microphone system for a student with significant hearing differences.

Special education director (SPED director)

The administrator who oversees special education services for a school district or region. The special education director carries responsibility for compliance with federal and state law, staffing, budgets, and dispute resolution.¹³ Families and providers often interact with this individual on policy questions, staffing decisions, and appeals.

Special education teacher (SPED teacher)

A licensed teacher trained to design and deliver specially designed instruction for students with disabilities. Special education teachers write and implement Individualized Education Program goals, adapt curriculum, and coordinate with related services providers and general education teachers.⁸ They commonly serve as the case manager for many students.

Speech-language pathologist (SLP)

A licensed professional who evaluates and treats communication disorders — including speech sound production, language understanding and use, voice, fluency, and social communication.³⁹ Speech-language pathologists in schools serve many students who are deaf or hard of hearing and work closely with educational audiologists. The American Speech-Language-Hearing Association is the certifying professional organization.

Speech or language impairment (SLI)

A special education eligibility category under the federal Individuals with Disabilities Education Act for a communication disorder — including language impairment, articulation impairment, or fluency problem — that adversely affects educational performance.¹⁸ Some students who are deaf or hard of hearing also qualify under this category, particularly when language development is significantly impacted. Eligibility is determined by the team based on evaluation results and educational impact.

Speech recognition threshold (SRT)

The lowest level at which a person can correctly repeat back simple, familiar spondaic (two-syllable) words approximately half the time.¹⁰ The speech recognition threshold is typically within close agreement with the pure-tone average and serves to cross-check the audiogram. It provides one component of the picture of how a person handles speech rather than a comprehensive assessment.

Summary of Performance (SOP)

A document the local educational agency must provide to a student with an Individualized Education Program at exit from special education — at graduation with a regular diploma or upon reaching the state age limit. The Summary of Performance describes academic achievement and functional performance and includes recommendations to support the student in postsecondary education, employment, or independent living.⁴⁰ The document serves as a bridge to postsecondary settings and supports continued accommodations.

Related: Transition planning, IEP, PLAAFP

T

Teacher of the deaf (TOD) / Teacher of the deaf and hard of hearing (TODHH)

A licensed teacher with specialized preparation to work with students who are deaf or hard of hearing. Teachers of the deaf and hard of hearing provide direct instruction, support language and literacy development, consult with general education teachers, and often assist in managing hearing technology.¹³ They serve in self-contained classrooms, in itinerant capacities, or both.

Telecoil / T-coil

A small wire coil inside many hearing aids and cochlear implant sound processors that picks up magnetic signals in place of or in addition to acoustic input through the microphone.⁴ When the telecoil is active, the wearer can receive sound directly from an induction loop installed in a room, from compatible telephones, and from other compatible audio sources. Use of the telecoil bypasses the microphone, reducing the effect of background noise.

Third-party billing

The practice of a school billing an outside payer — most commonly Medicaid, and at times private insurance — for related services delivered to a student.³¹ Third-party billing helps districts recover some of the cost of service delivery. Billing requires the family's informed consent and accurate tracking of services delivered.

Threshold

The lowest intensity at which a person responds to a stimulus at a specific frequency approximately half the time.¹⁰ Thresholds are plotted on the audiogram and are the foundation for every other audiometric measure. Lower values, in decibels, indicate better hearing.

Total communication

An educational philosophy that incorporates the combination of communication tools best suited to the individual student — spoken language, sign, gesture, fingerspelling, speechreading, written language, and visual aids — rather than committing to a single mode.¹³ Total communication programs vary significantly in practice. Families and teams choose this approach when flexibility across modes is a priority.

Transient evoked otoacoustic emissions (TEOAE)

A type of otoacoustic emission elicited by brief click stimuli that evoke responses from outer hair cells across a range of frequencies.^10,11 Transient evoked otoacoustic emissions are widely used in newborn hearing screening because they are rapid, noninvasive, and noise-tolerant. As with other otoacoustic emission tests, a pass result is interpreted as evidence of outer hair cell function but does not confirm normal hearing through the full auditory pathway.

Transition planning

The structured process of preparing a student with an Individualized Education Program for adult life — postsecondary education, employment, and independent living. Federal special education law requires that transition planning begin by age 16, and earlier in many states, and that the plan reflect the student's strengths, preferences, and interests.⁴⁰ For students who are deaf or hard of hearing, transition planning addresses self-advocacy, technology management, and disability disclosure.

Related: IEP, IFSP, FAPE, Summary of Performance (SOP)

Tympanogram

A measurement of how the tympanic membrane and middle ear system respond to changes in air pressure in the ear canal.¹⁰ The result helps the audiologist identify middle ear fluid, tympanic membrane perforation, ossicular abnormality, or pressure changes that may affect hearing. Tympanometry is commonly performed alongside a hearing test, particularly when conductive contribution is suspected.

typical hearing

Hearing thresholds within the normal range — typically −10 to 15 dB HL for children and −10 to 25 dB HL for adults — as recorded on an audiogram. The Educational Audiology Association recommends typical hearing in preference to normal hearing because it describes a range without implying that hearing outside the range is abnormal or undesirable.⁹

U

Unilateral hearing loss (UHL)

Hearing difference in one ear, with typical hearing in the other.³² Even when the contralateral ear performs at typical levels, unilateral hearing loss compromises sound localization and the ability to understand speech in noisy classrooms. Students with unilateral hearing loss commonly benefit from preferential seating, remote microphone systems, and ongoing monitoring.

V

Visual reinforcement audiometry (VRA)

A behavioral test technique used with infants and toddlers, typically aged 6 months through approximately 2 years. When the child turns toward a stimulus, an interesting visual reinforcer — a lighted toy or animated character — is presented to reinforce the response.¹⁰ Visual reinforcement audiometry yields ear- and frequency-specific thresholds in children developmentally not yet ready for hand-raising or play-based testing.

W

Word recognition score (WRS)

The percentage of single words a person repeats back correctly when words are presented at a comfortable listening level.¹⁰ Word recognition scores describe how clearly an individual understands speech once it is at audible levels, distinct from the softest sound the individual can detect. The score is one component of the picture informing amplification and listening support decisions.

References

1. Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794; implementing regulations at 34 C.F.R. Part 104. U.S. Department of Education, Office for Civil Rights. https://www.ecfr.gov/current/title-34/subtitle-B/chapter-I/part-104

2. American Speech-Language-Hearing Association. Augmentative and Alternative Communication [Practice Portal]. https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

3. Americans with Disabilities Act of 1990, as amended by the ADA Amendments Act of 2008, Pub. L. 110-325. U.S. Department of Justice. https://www.ada.gov/law-and-regs/ada/

4. American Academy of Audiology. (2008; 2011 supplements). Clinical Practice Guidelines: Remote Microphone Hearing Assistance Technologies for Children and Youth from Birth to 21 Years. audiology.org

5. National Association of the Deaf. (2008). Position Statement on American Sign Language. nad.org

6. ANSI/ASA S12.60/Part 1-2010 (R2020). Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 1: Permanent Schools. Acoustical Society of America. webstore.ansi.org

7. American Speech-Language-Hearing Association. (2005). (Central) Auditory Processing Disorders [Technical Report]. asha.org/policy/tr2005-00043

8. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq.; implementing regulations at 34 C.F.R. Part 300. U.S. Department of Education. sites.ed.gov/idea

9. Educational Audiology Association. (2023). Recommended Terminology When Referring to Hearing Differences [Board-approved position statement]. edaud.org

10. Katz, J., Chasin, M., English, K., Hood, L. J., & Tillery, K. L. (Eds.). (2015). Handbook of Clinical Audiology (7th ed.). Philadelphia, PA: Wolters Kluwer.

11. Joint Committee on Infant Hearing. (2019). Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. https://doi.org/10.15142/fptk-b748

12. IDEA Regulations, 34 C.F.R. § 300.324(a)(2)(i) (consideration of behavior in IEP development) and 34 C.F.R. § 300.530(f) (functional behavioral assessment and behavior intervention plan). U.S. Department of Education. sites.ed.gov/idea/regs/b/d/300.324

13. Johnson, C. D., & Seaton, J. B. (2020). Educational Audiology Handbook (3rd ed.). San Diego, CA: Plural Publishing. ISBN 978-1-63550-108-7.

14. American Academy of Audiology. (2013). Clinical Practice Guidelines: Pediatric Amplification. audiology.org

15. IDEA Regulations, 34 C.F.R. § 300.111 — Child find. sites.ed.gov/idea/regs/b/b/300.111

16. American Speech-Language-Hearing Association. (2018). Scope of Practice in Audiology. asha.org/policy/sp2018-00353

17. National Cued Speech Association. About Cued Speech. cuedspeech.org

18. IDEA Regulations, 34 C.F.R. § 300.8 — Child with a disability (including definitions of deafness, hearing impairment, deaf-blindness, multiple disabilities, other health impairment, and speech or language impairment). sites.ed.gov/idea/regs/b/a/300.8

19. World Health Organization. (2021). World Report on Hearing. Geneva: WHO. ISBN 978-92-4-002048-1. who.int

20. IDEA Regulations, 34 C.F.R. §§ 300.507–300.518 — Due process procedures. sites.ed.gov/idea/regs/b/e/300.507

21. Centers for Disease Control and Prevention. Hearing Loss in Children — Screening and Diagnosis. cdc.gov/hearing-loss-children

22. IDEA, Part C — Infants and Toddlers with Disabilities, 20 U.S.C. §§ 1431–1444; 34 C.F.R. Part 303. sites.ed.gov/idea/regs/c

23. Every Student Succeeds Act, Pub. L. 114-95 (December 10, 2015). U.S. Department of Education. ed.gov/essa

24. IDEA Regulations, 34 C.F.R. § 300.106 — Extended school year services. sites.ed.gov/idea/regs/b/b/300.106

25. Family Educational Rights and Privacy Act, 20 U.S.C. § 1232g; implementing regulations at 34 C.F.R. Part 99. U.S. Department of Education, Student Privacy Policy Office. studentprivacy.ed.gov

26. IDEA Regulations, 34 C.F.R. § 300.502 — Independent educational evaluation. sites.ed.gov/idea/regs/b/e/300.502

27. IDEA Regulations, 34 C.F.R. § 300.320 — Definition of individualized education program. sites.ed.gov/idea/regs/b/d/300.320

28. IDEA Regulations, 34 C.F.R. § 300.114 — Least restrictive environment requirements. sites.ed.gov/idea/regs/b/b/300.114

29. AG Bell Academy for Listening and Spoken Language. Become a LSL Specialist. agbellacademy.org

30. IDEA Regulations, 34 C.F.R. § 300.506 — Mediation. sites.ed.gov/idea/regs/b/e/300.506

31. Centers for Medicare & Medicaid Services. Medicaid and School-Based Services. medicaid.gov

32. Tharpe, A. M. (2008). Unilateral and mild bilateral hearing loss in children: Past and current perspectives. Trends in Amplification, 12(1), 7–15. https://doi.org/10.1177/1084713807304668

33. Bess, F. H., Dodd-Murphy, J., & Parker, R. A. (1998). Children with minimal sensorineural hearing loss: Prevalence, educational performance, and functional status. Ear and Hearing, 19(5), 339–354. https://doi.org/10.1097/00003446-199810000-00001

34. IDEA Regulations, 34 C.F.R. § 300.34 — Related services. sites.ed.gov/idea/regs/b/a/300.34

35. Office for Civil Rights, U.S. Department of Education. About OCR. ed.gov/about/ed-offices/ocr

36. Office of Special Education Programs, U.S. Department of Education. ed.gov/about/ed-offices/osers/osep

37. IDEA Regulations, 34 C.F.R. § 300.300 — Parental consent. sites.ed.gov/idea/regs/b/d/300.300

38. IDEA Regulations, 34 C.F.R. § 300.503 — Prior written notice by the public agency. sites.ed.gov/idea/regs/b/e/300.503

39. American Speech-Language-Hearing Association. (2016). Scope of Practice in Speech-Language Pathology. asha.org/policy/sp2016-00343

40. IDEA Regulations, 34 C.F.R. § 300.43 — Transition services; and 34 C.F.R. § 300.305(e)(3) — Summary of Performance. sites.ed.gov/idea/regs/b/a/300.43

41. Educational Audiology Association. (2023). Audiology Assistants in Educational Audiology Settings [Position Statement]. edaud.org/eaa-position-statements

42. American Academy of Audiology. (2021). Position Statement: Audiology Assistants. audiology.org

43. American Speech-Language-Hearing Association. Audiology Assistants [Practice Portal]. asha.org

44. Council for Accreditation in Occupational Hearing Conservation. State Requirements for Audiology Assistants. audiologyassistants.com/state-requirements

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Maintained by the Educational Audiology Association. Definitions vetted and footnoted to primary sources. Last reviewed 2026-05-15.

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