Deaf education - Professional Educator Standards Board

Note: Prior to April 2021, Deaf education was a specialty endorsement, not a regular endorsement. Educators who hold the specialty endorsement continue to hold it and renew their teacher certificate in the same way they always have.

1.0 - Foundations

1.1 – Models, theories, philosophies, and regulatory history that form the basis for special education of individuals with hearing loss.
- a. Continuum of placement and services available for individuals with hearing loss.
- b. Components of the Individual Education Plan (IEP).
- c. Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.
1.2 – Variations in beliefs, traditions, and values across and within cultures and their effects of the relationships among child, family, and schooling.
1.3 – Issues in definition and identification of individuals with hearing loss, including those from culturally and linguistically diverse backgrounds.
1.4 – Issues, assurances, case law, and due process rights related to assessment, eligibility, and placement within a continuum of services.
1.5 – Variety of ways different cultures understand individuals with hearing loss.
1.6 – Current trends and issues in early intervention, early childhood education, and education of individuals with hearing loss.
1.7 – Educational definitions, identification criteria, labeling issues, and incidence and prevalence figures for individuals with hearing loss.
1.8 – Etiologies of hearing loss that can result in additional sensory, motor, and/or learning differences.
1.9 – Current research related to deaf education, including best instructional practices for second language learners as determined by academic achievement.
1.10 – Bilingualism and biculturalism and their impact on the learning environment.
1.11 – Current best practices in the education of individuals with hearing loss.

2.0 - Development and characteristics of learners

2.1 – Typical and atypical human growth and development.
2.2 – Similarities and differences of individuals with and without hearing loss.
2.3 – Similarities and differences among individuals with hearing loss.
2.4 – Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development.
2.5 – Cognitive development of individuals with hearing loss.
2.6 – Impact of the onset of hearing loss, age of identification, and provision of services and education on the development of the individual.

3.0 - Individual learning differences

3.1 – Impact of educational placement options with regard to cultural identity; communication mode; and academic and social-emotional development.
3.2 – Cultural dimensions of hearing loss that may impact the individual.
3.3 – Influence of families on the overall development of the individual with hearing loss.
3.4 – Impact of hearing loss on learning and experience.
3.5 – Impact of multiple disabilities on individuals with hearing loss.

4.0 - Instructional strategies and planning

4.1 – Instructional strategies for teaching individuals with hearing loss including methods for increasing positive impact on student learning in reading, mathematics and written expression.
4.2 – Learning strategies and study skills to acquire and demonstrate academic content.
4.3 – Advantages and limitations of instructional strategies and practices for teaching
4.4 – Strategies for integrating student initiated learning experiences into ongoing instruction.
4.5 – Sources of specialized materials for individuals with hearing loss.
4.6 – Current technologies available to enhance the education of individuals with hearing loss.
4.7 – Strategies to provide accessibility and acceptance of individuals with hearing loss.

5.0 - Learning environments and social interactions

5.1 – Processes for establishing ongoing interactions of individuals with hearing loss with appropriate peers and role models.
5.2 – Learner opportunities for interaction with communities of individuals with hearing loss on local, state, national, and global levels.
5.3 – Learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage.

6.0 - Language

6.1 – Major concepts, theories, and research from applied linguistics and other language acquisition to construct learning environments that support native language (other than English) and English language literacy.
6.2 – Communication features salient to the individual with hearing loss that are necessary to enhance cognitive, emotional, and social development.
6.3 – Impact of early communication on the development of the individual with hearing loss.
6.4 – Effects of sensory input on the development of language and cognition.
6.5 – Major language components (i.e. phonetics, phonology, morphology, syntax, semantics, pragmatics).
6.6 – Communication modes used by and with individuals with hearing loss.
6.7 – Current theories of language development in individuals with normal hearing and those with hearing loss.
6.8 – Strategies to facilitate cognitive and communicative development in individuals with hearing loss.
6.9 – Strategies for making use of residual hearing.

7.0 - Instructional planning

7.1 – Model programs, including career/vocational and transition, for individuals with hearing loss.
7.2 – Natural supports in work and community environments.
7.3 – Scope and sequence of general and special curricula, and materials, including the EALRs.
7.4 – Theories and research that form the basis of curriculum development and instructional practice.
7.5 – Roles and responsibilities of teachers, education interpreters, and support personnel in educational practice for individuals who are deaf or hard of hearing.

8.0 - Assessment

8.1 – Specialized terminology used in assessing individuals with hearing loss.
8.2 – Specialized procedures for evaluation, eligibility, placement, and program planning for individuals with hearing loss.
8.3 – Specialized policies on referral and placement procedures for individuals with hearing loss.
8.4 – Variety of language proficiency instruments and assessment.
8.5 – Potential linguistic and cultural biases of assessment instruments and procedures and implements of appropriate modifications and accommodations.

9.0 - Professional and ethical practice

9.1 – Personal, cultural and socio-economic biases and differences that affect one’s teaching.
9.2 – Importance of the teacher serving as a model for individuals with hearing loss.
9.3 – Continuum of lifelong professional development opportunities, methods to remain current regarding research-validated practice.
9.4 – Professional organizations and publications that provide support for individuals with hearing loss, their families, and colleagues.

10.0 - Communication and collaboration

10.1 – Effective communication and collaboration with individuals, families, school personnel, and community members.
10.2 – Strategies and resources to help address concerns of families of individuals with hearing loss.
10.3 – Laws, policies/regulations, and ethical principles related to confidentiality.
10.4 – Family/community education programs that provide information and resources concerning individuals with hearing loss.

11.0 - Instructional methodology

11.1 – Apply knowledge of best practices based on current research in deaf education.
11.2 – Make appropriate instructional decisions based on program model and design, and select appropriate instructional strategies and materials in relation to specific program models.
11.3 – Apply theories, philosophies, and models of practice to the education of individuals with hearing loss.
11.4 – Apply theories and research of child development, both typical and atypical, with emphasis on cognitive, motor, social-emotional, behavioral,
11.5 – Apply knowledge of cultural, linguistic and communication diversity recognizing that children are best understood in the contexts of family, culture, and society.
11.6 – Apply knowledge of adaptive development in learning situations, family, and community settings.
11.7 – Select, adapt, and use instructional strategies and materials according to characteristics of the learner.
11.8 – Develop and select learning experiences and strategies that affirm and respect family, cultural, and societal diversity, including language differences.
11.9 – Proficiency in the language(s) used to teach individuals with hearing loss.
11.10 – Apply effective practices and strategies to plan, implement, adapt, and modify curriculum for multilevel classrooms with students from diverse backgrounds.
11.11 – Apply effective practices and strategies for organizing and managing a variety of supportive learning environments, e.g., cooperative groups, independent learning, and individualized instruction.
11.12 – Promote expressive and receptive literacy
11.13 – Prepare individuals with hearing loss in the use of interpreting, transliterating, and/or real time captioning.
11.14 – Apply first and second language teaching strategies to meet the needs of the individual with hearing loss.
11.15 – Use strategies to facilitate integration into various settings.
11.16 – Use appropriate methods to teach core subject areas, including reading, mathematics, and written expression.
11.17 – Teach individuals with hearing loss to use self-assessment, problem solving, and other cognitive strategies to meet their needs.
11.18 – Integrate language skills into all content areas.
11.19 – Differentiate content-area instruction based on learner needs and language-proficiency levels.
11.20 – Apply effective practices and strategies to plan, implement, adapt, and modify curriculum for multilevel classrooms with students from diverse backgrounds.
11.21 – Apply effective practices and strategies for organizing and managing a variety of supportive learning environments, e.g., cooperative groups, independent learning and individualized instruction.
11.22 – Use strategies for facilitating maintenance and generalization of skills across learning environments.
11.23 – Use instructional time to positively impact student learning.
11.24 – Use strategies that facilitate all transitions for individuals with hearing loss:
- A – Early intervention to preschool
- B – Preschool to elementary
- C – Elementary to middle level
- D – Middle level to high school
- E – High school to beyond
- F – Individualized alternative settings to school
- G – Residential school for the deaf
11.25 – Develop and select instructional content, resources, and strategies that respond to the state learning goals and to cultural, linguistic, and gender differences.
11.26 – Choose and use technology in the instructional process incorporating it into the educational program.
11.27 – Create an environment that encourages self-advocacy, increased independence, accessibility, and acceptance.
11.28 – Modify the instructional environment to meet the physical cognitive, cultural, and communication needs of the individual with hearing loss.
11.29 – Encompass incidental language experiences to fit the visual and other sensory needs of individuals with hearing loss.
11.30 – Manage assistive/augmentative technology for individuals with hearing loss.
11.31 – Select, adapt, and implement classroom management strategies considering deaf cultural factors.
11.32 – Design a classroom environment that maximizes opportunities for visual and/or auditory learning for individuals with hearing loss.
11.33 – Create a safe, equitable, positive, and supportive learning environment in which diversity is valued.
11.34 – Design learning environments that encourage active participation in individual and group activities.
11.35 – Mediate cultural issues among students within the learning environment.
11.36 – Apply linguistic concepts to support language development.
11.37 – Increase expressive and receptive communication proficiency in individuals with hearing loss.
11.38 – Gather and analyze spoken and/or signed communication samples.
11.39 – Apply effective practices and strategies to promote independent communication.
11.40 – Integrate speech skills as consistent with educational philosophy into academic areas.
11.41 – Plan and implement instruction for individuals who are deaf or hard of hearing and who have multiple disabilities and special needs.
11.42 – Develop and select instructional content, resources, and strategies that respond to
11.43 – Implement instruction that is explicitly connected to assessment results.
11.44 – Develop and implement comprehensive, longitudinal IEPs in collaboration with team
11.45 – Sequence, implement, and evaluate individual learning objectives which align with general curriculum including state learning goals, EALRs and GLEs incorporating modifications and
11.46 – Involve the individual and family in setting instructional goals and monitoring progress.
11.47 – Use analysis to prepare lesson plans based on unique educational needs that
11.48 – Prepare lesson plans and organize materials for self and others:
11.49 – Integrate related service goals and objectives into the educational
11.50 – Administer assessment tools using the natural/native/preferred language of the individual with hearing loss
11.51 – Gather relevant background information.
11.52 – Develop and administer nonbiased, formal and informal assessments.
11.53 – Utilize ongoing evaluation/assessment data to determine the effectiveness of
11.54 – Use performance data and information from IEP and assessment teams to make or suggest
11.55 – Select, adapt and modify individualized and state-wide assessments (Developmentally Appropriate WASL (DAW or portfolio) utilizing approved accommodations and alternative
11.56 – Use assessment information in making eligibility, program, and placement decisions
11.57 – Use functional behavioral assessment data to drive behavioral intervention planning for individuals with hearing loss.
11.58 – Interact with a variety of individuals with hearing loss on an adult-to-adult level.
11.59 – Participate in the professional activities in the field of education of individuals with hearing loss.
11.60 – Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with hearing loss.
11.61 – Access professional organizations and publications (printed/electronic) that support individuals with hearing loss, their families, and colleagues.
11.62 – Respect parents’ choices and goals for children/students and communicate effectively with parents about curricula and children’s progress.
11.63 – Read and critically apply research and recommended practices in deaf education.
11.64 – Use language effectively, including written, oral and/or sign language.
11.65 – Collaborate with the IEP team to address the diverse communication needs of the
11.66 – Provide families with information and support to make choices regarding communication
11.67 – Use strategies to create positive connections between families and professionals.
11.68 – Communicate with school personnel about the characteristics and needs of
11.69 – Communicate effectively with families of students with hearing loss.
11.70 – Use problem solving and conflict resolution skills to develop, implement and evaluate
11.71 – Participate in planning for transitions in collaboration with families and other
11.72 – Apply various models of consultation in diverse settings