Dual sensory impairment means both hearing loss and visual impairment, or a medical diagnosis indicating potential dual sensory loss, when the combination adversely affects educational performance. Florida includes congenital and acquired combinations.
This guide explains Florida Rule 6A-6.03022 in parent-friendly language and connects it to the statewide evaluation process in Rule 6A-6.0331. It is written for Florida parents searching for Florida dual sensory impairment IEP evaluation information before an IEP eligibility meeting.
Rule 6A-6.03022, F.A.C. covers Dual Sensory Impairment eligibility. Consent, timelines, and the full individual evaluation still follow Rule 6A-6.0331. Official title: Exceptional Student Education Eligibility and Assessments for Students Who Have Dual Sensory Impairments.
What Florida means by Dual Sensory Impairment
The term includes congenital deafblindness, congenital visual impairment with acquired hearing loss, congenital hearing loss with acquired visual impairment, and acquired hearing loss and visual impairment including blindness, as defined in Rules 6A-6.03013(1)(a) and (b) and 6A-6.03014(1)(a), F.A.C. If a student is found eligible for both deaf or hard of hearing and visual impairments as primary or other exceptionalities, then the student must be made eligible for dual sensory impairment. (b) Teacher of the deaf or hard of hearing means an individual who is certified in the area of deaf or hard of hearing in accordance with Rule 6A-4.0172, F.A.C.
Evaluation requirements under 6A-6.03022
Dual Sensory Impairment requirements under Rule 6A-6.03022
Under Rule 6A-6.03022, evaluation for dual sensory impairment eligibility must be conducted as described in Rules 6A-6.03013(3) and 6A-6.03014(3), unless an assessment is waived as the rule allows. If a student is found eligible for both deaf or hard of hearing and visual impairment, the eligibility category must be updated to dual sensory impairment.
Written notice and consent
Before you give informed consent for evaluation, Rule 6A-6.0331(4)(a) requires the district to provide written notice that describes the evaluation procedures it proposes to conduct. That notice typically accompanies the consent form. Compare the proposed procedures with the required components for this category. If something is missing, ask the district in writing to revise the notice before you consent.
Parent checklist for Florida Dual Sensory Impairment evaluations
- Ask whether eligibility must be updated to dual sensory impairment if the student meets both deaf or hard of hearing and visual impairment criteria.
- Confirm evaluation covers the DHH and VI components in Rules 6A-6.03013(3) and 6A-6.03014(3), unless waived as allowed.
- Confirm teachers of the deaf or hard of hearing and visually impaired are involved.
- Calendar the 30-day response window after your written request and the 60-day evaluation window after consent.
- Ask for the evaluation report when testing is complete so you can review findings before, or at, the eligibility meeting.
The legal standard is statewide under the Florida Administrative Code. Each district’s ESE Policies and Procedures document still matters for local forms, contacts, and how timelines are tracked.
How Rule 6A-6.0331 fits this category
What the category rule covers
Use Rule 6A-6.03022 for the Dual Sensory Impairment definition and required assessments.
What the process rule covers
Use Rule 6A-6.0331 for the sequence: general education interventions (when required), written notice describing proposed evaluation procedures, informed consent, the 60-day timeline, evaluation procedures under subsection (5), eligibility team participation, and consent for initial ESE services.
Read the full process guide: Florida IEP evaluation process under 6A-6.0331.
How an IEP advocate can help with Dual Sensory Impairment
Special education advocates work with parents through Florida dual sensory impairment evaluations. They help you confirm combined hearing and vision assessment components and whether eligibility should be updated to dual sensory impairment.
For example, an advocate can
- Compare proposed procedures to the DHH and VI evaluation components in Rules 6A-6.03013(3) and 6A-6.03014(3)
- Help you ask whether eligibility must be updated to dual sensory impairment if both sets of criteria are met
- Prepare questions about teachers of the deaf or hard of hearing and visually impaired supporting identified needs
- Attend the eligibility meeting as support and help you track which assessments were completed versus waived
You keep consent and final decisions. The advocate prepares you, reviews records, and can attend meetings as support.
Advocates who can help with Florida Dual Sensory Impairment evaluations
Browse Florida-based advocates and remote advocates who join dual sensory impairment eligibility meetings virtually. Compare profiles before you contact someone.
Angela Picardi
With 24 years of experience in the K-12 sector, I serves as a Student Support Specialist specializing in academic and behavioral ESE services. My career is defined by a deep commitment to the "whole student," ensuring that those with exceptional needs receive the personalized advocacy and support required to navigate the K-12 journey with confidence.
I believe that education is a collaborative effort. I have dedicated my career to community support development, working to build stronger ties between local organizations and the families they serve. Whether implementing behavioral intervention plans or coordinating academic accommodations, I remain driven by the goal of creating inclusive communities where every student feels seen, supported, and empowered to succeed
Julian Moreira
Hi! I look forward to helping families and their students get the crucial support they need. I have varied experience working with families and educators at the state and local levels. I primarily specialize in dispute resolution, including formal dispute options afforded to parents under IDEA, Part B.
Shannon Lacy
Hello! My journey began as a middle and high school teacher in 2006. After 2 years in the general education classroom, I began my journey with special education and became an elementary inclusion teacher. For the next 8 years, I worked as the special education teacher, the dyslexia teacher, the 504 coordinator, and the RTI specialist. Along the way, I pursued a Master's in Special Education and became an Educational Diagnostician. I have been in that role for 6 years now. I have been passionate about special education and doing the very best for all students.
Dalia Rodriguez
I am a Child Study Team School Social Worker, with a Master of Social Work from Fordham University. I have core competencies in special education law, mental health, and behavioral health.
In my current role, I represent the Child Study Team as a School Social Worker, conducting social history evaluations, facilitating meetings, creating and implementing individual education plans, providing individual and group counseling, and conducting risk assessments for suicidal and homicidal students. I am passionate about supporting students with special needs and helping them achieve their academic and social/emotional goals. I bring diverse perspectives and experiences to the team, as I have worked with students from various cultural and socioeconomic backgrounds. I value collaboration, communication, and continuous learning, and I seek to contribute to the organization's mission and vision.
Chelsea Horlacher
Hey there! I’ve been a special education teacher for nearly a decade, so helping unique learners thrive is truly my life’s work. But my biggest role is at home, where I endlessly advocate for my amazing son (7) who has autism. I've been happily married to my husband for 13 years, and our crazy, loving home is rounded out by our two dogs. I know firsthand how tough—and rewarding—this parenting journey can be, and I'm here to help you navigate it.
Jade Adkins
Jade is a former special education teacher who has taught everything from pre-k all the way to transition classrooms with students up to age 21. She specializes in students with autism, ADHD, learning disabilities, behaviors, and more. She is a licensed administrator and educator in 3 states but left the classroom to help families effectively navigate the special education process. After over a decade in education (teaching and advocating), she has found proven methods for success while keeping the parent-school relationship in tack.
Jade has helped families navigate successful mediations in multiple states, avoiding due process, and helped families file effective state complaints when needed.
Compare Florida and remote advocates
Related Florida eligibility guides
- Florida IEP evaluation process (Rule 6A-6.0331)
- Autism Spectrum Disorder (6A-6.03023)
- Specific Learning Disability (6A-6.03018)
- Other Health Impairment (6A-6.030152)
- Speech Impairment (6A-6.03012)
- Emotional/Behavioral Disability (6A-6.03016)
- Language Impairment (6A-6.030121)
FAQ: Dual Sensory Impairment evaluations in Florida
What is the Florida rule for Dual Sensory Impairment eligibility?
Florida Rule 6A-6.03022 sets the definition, evaluation requirements, and eligibility criteria for Dual Sensory Impairment. The process rules in 6A-6.0331 still apply for consent, timelines, and comprehensive evaluation procedures.
Do I still need a full evaluation under 6A-6.0331?
Yes. Category rules add required components. They do not replace the full individual evaluation, parent consent, and timeline requirements in Rule 6A-6.0331.
Can a remote IEP advocate help with a Florida Dual Sensory Impairment evaluation?
Yes. Florida families can work with local Florida advocates or remote advocates who join meetings virtually to review prior written notice and consent forms, timelines, and eligibility criteria.
Summary of Florida Administrative Code Rule 6A-6.03022 for parent education. Not legal advice. Confirm current rule text on FLRules and your district’s ESE Policies and Procedures.