There are two major U.S. laws designed to ensure equal access to education and opportunities for the deaf and hard of hearing: Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA).

The Americans with Disabilities Act (ADA) protects individuals against discrimination in many areas of their lives. The ADA outlines five areas (“titles”) in which people with disabilities have legal rights: employment, public services, public accommodations, telecommunications and other miscellaneous provisions. 

ADA Title I: Employment requires employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of employment-related opportunities available to others. 

ADA Title II: State and Local Government Activities requires that state and local governments give people with disabilities an equal opportunity to benefit from all of their programs, services and activities (e.g., public education, employment, transportation, recreation, health care, social services, courts, voting and town meetings).The transportation provisions of Title II cover public transportation services, such as city buses and public rail transit (e.g., subways, commuter rails, Amtrak). 

“Public accommodations” include facilities such as restaurants, hotels, grocery stores, retail stores, etc., as well as privately-owned transportation systems. ADA Title III: Public Accommodations requires that all new construction and modifications must be accessible to individuals with disabilities. For existing facilities, barriers to services must be removed if readily achievable. 

ADA Title IV: Telecommunications Relay Services addresses telephone and television access for people with hearing and speech disabilities. It requires common carriers (telephone companies) to establish interstate and intrastate telecommunications relay services (TRS) 24 hours a day, 7 days a week. 

Yes, ADA Title V: Miscellaneous Provisions contains multiple additional laws and acts adopted through the years to further strengthen ADA. Visit the ADA for more information.

The Individuals with Disabilities Education Act (IDEA) guarantees the right to a free and appropriate public education to infants, children and teens with disabilities (ages birth to 21 or until achieving a high school diploma) in the least restrictive environment appropriate. 

The law specifies how schools must provide or deny services and how parents can approach school districts, as well as challenge school district recommendations.

IDEA includes three parts: Part A, which outlines general provisions; Part B, which outlines provisions for school-aged children (ages 3 to 21), including the Individualized Education Program (IEP); and Part C, which provides for early intervention services for children ages birth to 3.

Visit IDEA for more information, and see our section below on Educational Advocacy 

This downloadable IEP Checklist can be used by parents and teachers as they develop the IEP. Not every item on the checklist is required by special education regulations. Federal regulations and other information can be found here or by calling PEATC at 800-869-6782.  

By law, a child with an IEP must be re-evaluated at least every three years, or earlier when appropriate. The re-evaluation serves two key purposes: 1) to ensure that the child has a continued eligibility for the IEP, and 2) to assist in the development of the IEP. Parental consent to the evaluation/re-evaluation is required unless the parent has failed to respond to repeated requests for consent. 

According to Federal Regulation 34CFR 300.304, the criteria for IEP evaluation/re-evaluation are:

• Parents must receive notice that describes any evaluations the school district intends to conduct. 
• The school district must: Use a variety of assessment tools to assess functional, developmental and academic information, including information from the parents, to determine whether the child is eligible for special education and the contents of the IEP. NOTE: The school district cannot use any single measure or assessment as the sole criterion. 
• Use technically sound instruments.  

The school district must ensure that:

• Evaluation materials are selected so as not to be discriminatory on a racial or cultural basis. 
• The evaluation is administered in the child’s native language or other mode of communication, and in the form to most likely yield accurate information regarding what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so. 
• Evaluations that are used for the purpose for the assessments are valid and reliable. 
• Evaluations are administered by trained and knowledgeable personnel and administered in accordance with the assessment’s protocol. 
• Assessments are tailored to assess specific areas of educational need and not merely those that provide a single general intelligence score. 
• Assessments are selected to best assure that if administered to a child with impaired sensory, manual or speaking skills, they accurately reflect the child’s abilities rather than reflecting the child’s impaired skills. 
• The child is evaluated in all areas related to the suspected disability. 
• The evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs. 

A good place to start is by developing your Best Alternative to a Negotiated Agreement, or BATNA. A BATNA is the course of action you’ll take if the current negotiations with the school district fail and an agreement cannot be reached. A BATNA provides greater flexibility and encourages innovation over a predetermined bottom line. You can find a sample BATNA in this document that can help in Preparation for the IEP Meeting.  

To create your BATNA:

• Brainstorm a list of all possible alternatives for each service, accommodation or placement you would like. You may want to talk with one or more specialists during this process to help consider all of the alternatives. 
• Chose the most promising alternatives and expand them into practical and attainable alternatives. 
• Identify the best of the alternatives and keep it in reserve as a fall-back during the negotiation. As you identify the best options, be sure to consider the district’s alternatives – what does the district want and why? Where might they be willing to give a little? Developing your options AND those of the district is equally important in order for you to gauge the strength of your best alternative in relation to their best alternative. 

When parents come to the point where they no longer agree with the placement outlined in the IEP, they should request another IEP meeting to express their disagreement with the proposed IEP. If no changes are made to the IEP, the parents may wish to consider due process, mediation or a unilateral placement. (Unilateral placement is when parents make the decision/placement on their own without the agreement of the school district and then seek reimbursement from the school district for the cost of the placement.) Parents who elect to go to due process should retain an attorney to assist them. 

If the parents do not wish to pursue a due process hearing or a unilateral placement, they should work closely with the school district to attempt to get the best services they can for the child. One option might be for the school district to agree to one or more consultations from the preferred private school in the area with a program that supports a listening and spoken language outcome. 

Transportation is a related service under the Individuals with Disabilities Education Act (IDEA). Related services are defined as those services (including transportation) that are necessary for a child with a disability to benefit from his/her special education, distance from home notwithstanding. If necessary, the parents may need a professional to put in writing that the child requires transportation to and from school. There are a number of nuances for situations like this that tie to the particular disability and how it impacts the child. For example, where hearing loss is concerned, there may be a stronger case for transportation for a younger child when the only other option is for the child to walk to school, which might create safety issues (this is just one example). 

Parents will want to request a meeting with the IEP team to revisit the IEP and discuss why the approach being used differs from what is in the agreed-upon IEP. In the event that the IEP does not specify a mode of communication, it would be presumed that listening and speaking English would be the default – since sign language is a separate language that would need to explicitly appear. The background, training and experience of the providers in delivering an appropriate program are very important. The parents may wish to encourage the school district to contact another school or provider that uses the approach outlined in the IEP to provide training and consultation to the school district staff. Parents may also want to ask why the mode of communication not outlined in the IEP is being utilized. Depending on the response, parents may want to take a step back to consider what the educators are saying; for example, if the child is not making the expected progress, it could be that additional strategies need to be employed – perhaps temporarily – to help the child make the desired progress. It’s important to remember that parents are not obligated to agree to an IEP imposed by the school district and should advocate for an appropriate program and placement. Should the parents continue to feel services are not appropriate for their child, the next steps would include mediation and/or a due process hearing. Parents proceeding with due process (and possibly mediation) should retain an attorney to assist them. 

Generally, appeals are an arduous process and very difficult to win. Unless the hearing officer made an error of law, appeals are not generally successful, as great deference is given to the hearing officer’s findings of fact. The appeals process varies widely among various states, and parents who wish to pursue an appeal will need an attorney to help them navigate the laws and processes for their location and situation. 

Under federal law, when a child transfers from one county to another within the same state, the receiving county (or school district) must implement the incoming IEP until the IEP team meets and develops their own IEP. This can be problematic when parents disagree with the previous IEP. When moving to a new county/school district, parents should indicate to the receiving county/school district that they disagree with the previous IEP and try to agree on an appropriate program. If they disagree with the new IEP, they may elect to proceed with due process. Parents proceeding with due process should retain an attorney to assist them.  

It’s important to remember that the school district has an obligation to consider the child’s preferred mode of communication. Parents should ask why the school district is making this recommendation. For example, is a Total Communication program the only program they have to offer? Is the child not progressing with the current mode? Why isn’t the recommended program designed to meet this child’s individual needs? If, after considering these things, the parents still feel strongly that their child should be placed in a program that supports a listening and spoken language outcome, then they will need to assemble documentation about the appropriate services for their child, including the elements of an appropriate program that supports a listening and spoken language outcome, the importance of staff with background, training and experience in providing these services, and the significance of capitalizing on the appropriate training during this period of the child’s brain development. Parents will also need support and documentation from professionals in the field and may want to request an independent educational evaluation.  

Yes. these two court cases may be applicable—D.D. vs. Foothills Selpa and E.N. vs. St Johns County  

The simplest way to register is online here . If you prefer to register by check or purchase order, you may download the PDF registration form and return it by mai l or email.

Mail to:
2026 Listening and Spoken Language Symposium Registration
CL 500055, P.O. Box
5007 Merrifield, VA 22116-5007

Email: [email protected]  

The registration cost depends on when you register. 

• Early Bird Registration: January 29 – March 1, 2026 
• Regular Registration: March 2 – May 12, 2026 
• Late / On-Demand Registration: May 13 – September 30, 2026 

The full pricing table can be found above. 

Yes! Your registration provides access to all in-person, live sessions. Your registration also includes access to the Virtual Symposium avialable July 27-September 30. Even if you plan to only attend virtually, the same registration fee applies. As an added bonus, anyone who registers for the Symposium will receive a complimentary registration to our Virtual Fall Forum on Genetics, October 15, 2026. 

Yes! Organizations sending five or more professionals receive a 10% group discount. 

Please contact [email protected] for a promotion code.  

Yes! Students may apply for a scholarship to attend the Symposium at no cost. The student scholarship application is open until January 31, 2026, and students may apply here.

Preference is given to students submitting a Poster + 5-Minute Podium presentation. Remaining eligible students will be selected by random draw. 

Students who apply but do not receive a scholarship may attend for a reduced fee of $229 (early bird pricing) or $249 (regular pricing). 

Students may be asked to submit official documentation verifying student status to [email protected].  

Student registrants are not eligible to receive CEUs.

All payments must be made in U.S. dollars ($):

Credit Cards: VISA, American Express, MasterCard, Discover

Bank Transfer: Complete the “Payment by Bank Transfer” section of the Online Registration Form and email a copy of your bank transfer to [email protected] within three business days.

Please include the reference: “Registration – AG Bell Symposium 2026” and the participant’s name. 

Participants are responsible for all bank fees.

Wire transfers: 

Wire transfers should be made in U.S. Dollars ($)

Wire to:
TD Bank, N.A.
2000 K St., NW Washington, D.C. 20007
SWIFT Code: NRTHUS33XXX

Credit to:
Alexander Graham Bell Association for the Deaf and Hard of Hearing
3417 Volta Place NW
Washington, D.C. 20007
Account Number: 4312816080 

Cancellations received on or before May 1, 2026, will be refunded minus a 25% administrative fee. 

No refunds will be issued after May 1, 2026.

 Please send cancellation requests to [email protected] .  

In order to be awarded continuing education units or hours connected to the Symposium, a registered professional participant must follow this process: 

1. Enroll in each session for which you want to attend. 
2. After the session, complete the “Assessment” form. You must complete an Assessment for each session you attend and for which you want to earn CEUs.
3. At the end of the Symposium, enroll in the “Select your CEUs HERE” session and complete one final “Assessment” form.  

Each Session Assessment form must be completed no later than June 12, 2026, for the live symposium sessions. Each Session Assessment form must be completed no later than September 30, 2026, for the virtual symposium sessions. It is best to complete each form prior to the end of each session while learning has just occurred.  

Yes. You must answer every question, but do not need to be detailed or even use full sentences. 

No. Student attendees will not earn CEUs. To earn CEUs, you must register as a professional (member or non-member). 

Here is other important information about CEUs: 

• Understand that only those sessions listed as offering continuing education are eligible for continuing education. Not all Symposium sessions will be available for CEUs. 
• Session Assessment forms will be reviewed by AG Bell’s Continuing Education (CE) Administrator. The CE Administrator is quite familiar with the content being provided by session presenters and will review each assessment for learning about the content presented in that particular session.  
• Any verbatim listing on a Session Assessment form of the Learning Objectives listed on course details page is considered unsatisfactory for a given session and that participant will not be awarded continuing education for that session.  
• Understand that an attendee can be awarded continuing education units/hours only once per session and only for the full amount indicated for that particular session.  
• A participant who attends all days of the live symposium can earn CEUs provided that the participant attends each session in full and satisfactorily completes a Session Assessment form for each attended session. The same attendees can earn additional continuing education hours/units by attending sessions on demand that they did not attend during the live symposium.  
• You will be able to access the Virtual Symposium July27 – September 30, 2026. 
• A participant can register for the Symposium, not attend the “live” event, and still earn continuing education as long as that participant participates in the virtual Symposium and completes a Session Assessment form for each enrolled session.   

The official language is English. AG Bell will provide real-time captioning in English for all sessions during the in-person Symposium June 4-6, 2026.   

Live captioning in additional languages will be provided via your personal electronic device. All on-demand sessions will have captioning in multiple languages.  

Requests for any additional accommodations must be made in writing to [email protected] by May 4, 2026.  

Yes! Real-time captioning will be provided for all live sessions, with multilingual captions available during on-demand access.

The 2026 AG Bell Global LSL Symposium will be held at: 

Crystal Gateway Marriott  

1700 Richmond Hwy 

Arlington, VA 22202 

This hotel is centrally located in the Crystal City neighborhood, minutes from Washington, D.C. 

Yes. A special group rate is available at the Crystal Gateway Marriott. Reservations can be made online: https://book.passkey.com/e/51125903  

The deadline to book a room with the Symposium room block is May 13, 2026. After that date, room availability is at the discretion of the venue. 

Spots are limited, so we encourage early booking.  

If you require additional assistance, please email [email protected].  

The discounted room rate and booking deadline is May 13, 2026. Rooms typically book quickly, so we recommend booking as soon as possible. 

The Symposium takes place inside the host hotel, so no shuttle is required. 

Yes. The Crystal Gateway Marriott offers:

• ADA-compliant entrances
• Elevators to all floors
• Accessible restrooms and meeting rooms
• Hearing accessible rooms available upon request and availability.
• Wheelchair-accessible guest rooms (for those staying onsite) available upon request and availability.

For specific accessibility needs, please email [email protected].   

A detailed floor plan will be shared with attendees closer to the event. Stay tuned! 

The venue is conveniently located near three major airports:

• Ronald Reagan Washington National Airport (DCA) – About 5 minutes away (metro-accessible)
• Washington Dulles International Airport (IAD) – About 35 minutes away
• Baltimore/Washington International Airport (BWI) – About 55 minutes away  

Crystal Gateway Marriott is extremely transit-friendly:

• Metro: Direct access to the Crystal City Metro Station (Blue/Yellow Lines)
• Rideshare & Taxi: Available 24/7
• Hotel Shuttle: Complimentary airport shuttle to/from DCA (subject to hotel schedule)
• Parking: On-site parking available (see Parking section)
• Amtrack / VRE: Drop off at DCA and Old Town, Union Station metro stops.

Not necessarily. The hotel is directly connected to the Metro and rideshare/taxi options are plentiful. Most attendees find they do not need a car unless they plan extensive sightseeing outside Washington, D.C. 

Yes. Both self-parking and valet parking are available. 

Self-parking and valet rates are determined by the hotel and will be posted closer to the event date. Registered attendees will receive updated parking details in their pre-event email.  

Yes. Limited EV charging stations are located in the hotel garage and are available on a first-come, first-served basis.  

Yes. The official Symposium App will be available for download in May 2026. 

It will include: 

• Full schedule 
• Maps 
• Speaker bios 
• Session handouts 
• CEU forms 
• Alerts and announcements 

Most handouts will be available digitally through the Symposium App.  

A limited number of printed materials may be available on-site as needed. 

We recommend business casual attire. Meeting rooms can be cool, so we suggest bringing layers. Comfortable walking shoes are encouraged. 

The Symposium is committed to providing a safe, respectful, and inclusive environment for all participants. Harassment, discrimination, threatening behavior, and disruptive conduct will not be tolerated. Participants are expected to follow event guidelines and instructions from organizers. Organizers reserve the right to remove anyone whose behavior compromises the safety, well-being, or experience of others. 

The Symposium will follow all local safety guidelines at the time of the event. 

Emergency exits and procedures will be posted throughout the venue. 

The hotel provides basic first-aid supplies at the front desk. 

For emergencies, hotel security and Arlington County emergency services can respond quickly. 

Yes. Most live sessions will be recorded for on-demand viewing including any interactive or live Q&A activities. AG Bell’s media team and official photographers will also capture photos and select video during the event.

Yes. Attendees who prefer not to be photographed may request a “no-photo” pin at check-in. 

Yes. The Exhibit Hall will be located adjacent to the main session rooms. 

Exhibitors will have digital profiles in the Symposium App, allowing you to schedule meetings, download product information, or follow their links. 

We would love to have your support for our Symposium. Download this prospectus to view a ll the sponsorship and exhibitor opportunities. If you have any questions, please contact Garrett Yates at [email protected].  

Starting your fundraiser is easy! Click this link to create your fundraising page on FundraiseUp. Need help? Watch the video posted above or check out these written instructions for step-by-step guidance.  

There’s no minimum requirement, but we recommend setting a goal of $300 to maximize impact. Feel free to challenge yourself and set a higher goal—every dollar raised makes a difference!

Absolutely! You can add a personal message, fundraiser name, goal, photo, and even a specific designation for the funds you raise. Sharing your personal story makes your page more engaging and inspiring.

Nope! Anyone who supports our mission can start a fundraiser. You can also fundraise on behalf of someone else and even ask donors to include a tribute message with their gift.

To start a team, create a fundraiser and invite members using the link provided in your confirmation email. If you’d like to join an existing team, click the create fundraiser link and select Join a Team and find the team you would like to join.

A video isn’t required, but adding one significantly boosts engagement! Sharing a short video about why this cause matters to you will help attract more donors.

The best way is to post on social media, email, and direct messages. Once you create your fundraiser, you’ll get a unique link to share. It will also be sent to you in a confirmation email.

Yes! We have sample email templates to help you spread the word. You can find them here.  

Yes! When you create your fundraiser, you’ll receive shareable links for Facebook, Instagram, Twitter, and more. We recommend posting regular updates, sharing your personal story, and thanking donors publicly.

Post as often as you’re comfortable! We recommend:

• Announcing your fundraiser when you start
• Sharing updates at least once a week
• Posting a final push before the campaign ends on March 3rd
• Thanking your donors and celebrating progress

 Tip: The top fundraiser will win a $50 Visa gift card—so keep sharing!

Yes! AG Bell is a 501(c)(3) nonprofit organization, and all donations are tax-deductible. Donors will receive an official tax receipt via email. For additional questions, email [email protected].  

We accept credit cards, ACH, Apple Pay, Google Pay, PayPal, and Venmo.

Yes, all donors receive an automatic receipt via email immediately after donating.

Yes! To arrange an offline donation, email [email protected] for instructions. 

The simplest way to register is online here. I f you would like to register by check or using a purchase order, you can download the form and return it by mail or email.

Mail to:
2025 Fall Forum Registration
CL 500055, P.O. Box
5007 Merrifield, VA 22116-5007

Email: [email protected]

If you need help, contact [email protected] for assistance. You can also watch the above video or review these written instructions for guidance.  

Yes! You can adjust your goal and fundraiser details anytime using the link in your confirmation email.

After March 14th:

• We’ll announce the total amount raised
• The top fundraiser will receive their prize
• Everyone will get a thank-you message celebrating our impact!  

You’ll receive an email notification each time someone donates. You can also log into your FundraiseUp dashboard to see donor details and track your progress.

While donors receive an automatic thank-you email, we encourage you to personally reach out via email or social media for an extra touch of gratitude!

Yes! You’ll get email updates whenever a donation comes in. Plus, on March 4th, we’ll send out a final update announcing the total amount raised.

You can track the campaign’s overall progress on the Fundraiser campaign page, where you’ll see the total amount raised across all fundraisers.

Your donations directly support AG Bell’s programs, including:

• Financial assistance for families of deaf and hard of hearing children
• Leadership programs like LOFT and LEAP
• Resources and advocacy efforts to empower young people 

If you’d like to designate your funds for a specific area, email [email protected].  

The campaign begins on March 3, 2026 (World Hearing Day) and ends on March 14, so don’t wait—start fundraising today!  

The On-Demand Symposium gives registered attendees access to recorded sessions from the in-person AG Bell Global LSL Virtual Symposium to watch at their convenience. On-Demand sessions will be available from July 27-September 30, 2026. 

The simplest way to register is online here . If you prefer to register by check or purchase order, you may download the PDF registration form and return it by mail or email. 

Mail to:
2026 Listening and Spoken Language Symposium Registration
CL 500055, P.O. Box
5007 Merrifield, VA 22116-5007 

Email: [email protected]    

All On-Demand content will be hosted on the Absorb Learning Management System (LMS), where you can log in and view sessions anytime between July 27-September 30. An email with your log-in details will be sent out to you prior to July 27. 

Yes! Attendees registered as professional members or non-members can request CEUs for eligible sessions. See the CEU section for more details.   

Most sessions will be available for On-Demand viewing. Please review this schedule for a complete list of available sessions.