584-018-0165 Deaf and Hard of Hearing Endorsement: Competency Standards (new rule)
Summary of Proposed Action:
Creates standards for the Deaf and Hard of Hearing Endorsement.
Background:
Commission staff has been working
with a group of professional education faculty to develop the recommendation
for proposed changes for Deaf and Hard of Hearing (DHH) endorsement standards. The current standards for the endorsement are located in Division
038, 584-038-0300 Basic Hearing Impaired.
Thus, except for a name change to the endorsement, the standards have
not been reviewed since 1989. Changes to these rules were requested by
professional education faculty considering reviving preparation for this
endorsement.
By referring
these standards to public comment and later adoption, higher education programs
interested in preparing candidates for Deaf and Hard of Hearing endorsement on
a license may present program proposals to the Commission for approval.
Currently,
Oregon does not have an active Deaf and Hard of Hearing program in the state.
Fiscal Impact: N/A
Copy of Proposed Rule
584-018-0165 Deaf and Hard of Hearing
Endorsement: Competency Standards (new rule)
(1) Candidates who are
prepared for the Special Education: Deaf and Hard of Hearing endorsement will
demonstrate the knowledge, skills, professional dispositions and cultural
competencies necessary to promote the academic, career, and personal and social
development of students in the deaf and hard of hearing population.
(2) The Commission may provide approval
to an educator preparation program or course of study that prepares candidates
for a Special Education: Deaf and Hard of Hearing endorsement only if it
includes:
(a) Content that will enable candidates to gain the knowledge, skills,
abilities, professional dispositions, and cultural competencies to meet the standards
set forth in this rule; and
(b) Field experiences that include supervised teaching or internships in
classrooms with deaf and hard of hearing learners and
(c) Integration of principles
of cultural competency and equitable practice in each competency standard
through the entire Deaf and Hard of Hearing Endorsement program.
(3) Standard 1: Foundations – To qualify for a deaf or
hard of hearing endorsement, a candidate must have the knowledge, skills and
abilities to understand the philosophical, historical, and legal foundations of
special education for individuals who are deaf or hard of hearing and be able
to incorporate this knowledge within the context of the educational
system. Standard 1 (Foundations) includes:
(a) Knowledge
(Foundations) – Educators of students who are deaf or hard of hearing
understand:
(A) Current
educational definitions of students with hearing loss, including identification
criteria, labeling issues, and current incidence and prevalence figures;
(B) Models,
theories, and philosophies (e.g., bilingual-bicultural, total communication,
oral/aural) that provide the basis for educational practices for students who
are deaf or hard of hearing, as consistent with program philosophy;
(C) Variations
in beliefs, traditions, and values across cultures and within society, and the
effect of the relationships among children who are deaf or hard of hearing,
their families, and schooling;
(D) Issues
in definitions and identification procedures for individuals who are deaf or
hard of hearing (e.g., cultural versus medical perspective);
(E) Rights
and responsibilities of parents, students, teachers, and schools as they relate
to students who are deaf or hard of hearing; and
(F) The
impact of various educational placement options (from the perspective of the
needs of any given child who is deaf or hard of hearing and consistent with
program philosophy) with regard to cultural identity and linguistic, academic,
and social-emotional development.
(b) Skills and Abilities (Foundations) –
Educators of students who are deaf or hard of hearing can:
(A) Apply understanding
of theory, philosophy, and models of practice to the education of students who
are deaf or hard of hearing;
(B) Articulate pros and
cons of current issues and trends in special education and the field of
education of children who are deaf or hard of hearing; and
(C) Identify the major
contributors to the growth and improvement of knowledge and practice in the
field of education of children who are deaf or hard of hearing.
(4) Standard 2:
Characteristics of Learners – To qualify for a deaf or hard of hearing
endorsement, a candidate must have the knowledge, skills and abilities to
understand the impact that disabilities have on the cognitive, physical,
emotional, social, and communication development of an individual and to create
opportunities that support the communication, intellectual, social, and
personal development of all students.
Standard 2 (Characteristics of Learners) includes:
(a) Knowledge (Characteristics of Learners) – Educators of students
who are deaf or hard of hearing understand:
(A) Communication
features (visual, spatial, tactile, and/or auditory) salient to the learner who
is deaf or hard of hearing that are necessary to enhance cognitive, emotional,
and social development;
(B) Research
in cognition related to children who are deaf or hard of hearing;
(C) Cultural
dimensions that being deaf or hard of hearing may add to the life of a
child;
(D) Various
etiologies of hearing loss that can result in additional sensory, motor, and/or
learning differences in students who are deaf or hard of hearing;
(E) The
effects of families and/or primary caregivers on the overall development of
children who are deaf or hard of hearing;
(F) The
effects that onset of loss, age of identification, and provision of services
have on the development of the child who is deaf or hard of hearing;
(G) The
impact of early comprehensible communication on the academic, linguistic, and
social/emotional development of the child who is deaf or hard of hearing;
(H) That
deafness or hearing loss alone does not necessarily preclude normal academic
development, cognitive development, or communication ability;
(I) Differences
in quality and quantity of incidental language/learning experiences that children
who are deaf or hard of hearing may experience;
(J)
The effects of sensory input on the development of language and cognition of
children who are deaf or hard of hearing; and
(K) The
structure and function of the ear and auditory systems, audiological
assessments, and auditory interventions, including but not limited to hearing
aids, cochlear implants, assistive technology, and auditory training.
(b) Skills and Abilities (Characteristics of Learners)
– Educators of students who are deaf or hard of hearing can develop a
descriptive profile of a student who is deaf or hard of hearing.
(5) Standard
3: Assessment, Diagnosis, and Evaluation – To qualify for a deaf or
hard of hearing endorsement, a candidate must have the knowledge, skills and
abilities to understand the educational assessment process and to utilize
various assessment strategies to support the continuous development of all
students. Standard 3 (Assessment,
Diagnosis and Evaluation) includes:
(a) Knowledge (Assessment, Diagnosis and Evaluation) –
Educators of students who are deaf or hard of hearing understand:
(A) Specialized
terminology used in assessment of children who are deaf or hard of hearing;
(B) The
components of an adequate evaluation for eligibility, placement, and program
planning (e.g., interpreters, special tests) decisions for students who are
deaf or hard of hearing; and
(C) The
legal provisions, regulations, and guidelines regarding unbiased diagnostic
assessment and use of instructional assessment measures with students who are
deaf or hard of hearing.
(b) Skills and Abilities (Assessment, Diagnosis and Evaluation) –
Educators of students who are deaf or hard of hearing can:
(A)
Administer appropriate assessment tools using the natural/native/preferred
language of the student who is deaf or hard of hearing;
(B)
Gather and analyze communication samples from students who are deaf or hard of
hearing, including nonverbal as well as linguistic acts; and
(C)
Use exceptionality-specific assessment instruments appropriate for students who
are deaf or hard of hearing.
(6) Standard
4: Instructional Content and Practice
– To qualify for a deaf or hard of hearing endorsement, a candidate must have
the knowledge, skills and abilities to understand how students differ in their
approaches to learning and to create instructional opportunities that are
adapted to diverse learners. The candidate understands instructional
planning and designs instruction based on knowledge of the discipline,
students, community, and curriculum goals.
Standard 4 (Instructional Content and Practice) includes:
(a) Knowledge (Instructional Content
and Practice) – Educators of students who are deaf or hard of hearing
understand:
(A) Sources of specialized
materials for students who are deaf or hard of hearing;
(B) Components of the
nonlinguistic and linguistic communication that students who are deaf or hard
of hearing use;
(C) The procedures and
technologies required to educate students who are deaf or hard of hearing under
one or more of the existing modes or philosophies;
(D) Information
related to American Sign Language (ASL) and existing communication modes or
philosophies (consistent with program philosophy);
(E) Current
theories of how language (e.g., ASL and English) develop in both children who
are hearing and those who are deaf or hard of hearing;
(F) Subject
matter and practice used in general education across content areas;
(G) Ways to
facilitate cognitive and communicative development in students who are deaf or
hard of hearing (e.g., visual saliency) consistent with program philosophy;
(H) Techniques of
stimulation and use of residual hearing, based upon interpretation of audiological evaluation, in students who are deaf or hard
of hearing;
(I) Research-supported
instructional strategies and practices for teaching students who are deaf or
hard of hearing;
(J) Techniques/methods to
develop speech skills for children who are deaf or hard of hearing; and
(K) Techniques/methods to
address the unique needs of children who are deaf or hard of hearing and have
additional needs (e.g., behavioral concerns, autism) or disabilities (e.g.,
cognitive delay, autism).
(b) Skills and Abilities
(Instructional Content and Practice) – Educators of students who are deaf or
hard of hearing can:
(A) Demonstrate proficiency
in the languages used for instructing students who are deaf or hard of hearing;
(B) Demonstrate the basic
characteristics of various existing communication modes used with students who
are deaf or hard of hearing;
(C) Select, design,
produce, and utilize media, materials, and resources required to educate
students who are deaf or hard of hearing under one or more of the existing
modes or philosophies (e.g., bilingual-bicultural, total communication, aural/oral);
(D) Infuse speech
skills into academic areas as consistent with the mode or philosophy espoused
and the ability of the student who is deaf or hard of hearing;
(E) Modify the
instructional process and classroom environment to meet the physical,
cognitive, cultural, and communication needs of the child who is deaf or hard
of hearing (e.g., teacher's style, acoustic environment, and availability of
support services and appropriate technologies);
(F) Facilitate
independent communication behavior in children who are deaf or hard of hearing;
(G) Apply first and
second language teaching strategies (i.e., English through ASL or ESL)
appropriate to the needs of the individual student who is deaf or hard of
hearing and consistent with program philosophy;
(H) Demonstrate the
ability to modify incidental language experiences to fit the visual and other
sensory needs of children who are deaf or hard of hearing; and
(I) Design and
implement appropriate strategies and activities to maximize literacy skills in
children who are deaf or hard of hearing.
(7) Standard 5:
Planning and Managing the Teaching and Learning Environment – To
qualify for a deaf or hard of hearing endorsement, a candidate must have the
knowledge, skills and abilities to employ their understanding of individual and
group motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and
self-motivation. Standard 5 (Planning and Managing the Teaching and Learning
Environment) includes:
(a) Knowledge (Planning and Managing the Teaching and
Learning Environment)
– Educators of students who are deaf or hard of hearing
understand:
(A) Deaf cultural factors that may
influence classroom management of students who are deaf or hard of hearing; and
(B) Model programs, including
career-vocational and transition that have been effective for students with
hearing losses.
(b) Skills and Abilities (Planning and
Managing the Teaching and Learning Environment) – Educators of students who are
deaf or hard of hearing can:
(A) Manage assistive/augmentative devices
appropriate for students who are deaf or hard of hearing in learning
environments;
(B) Select, adapt, and implement classroom
management strategies for students who are deaf or hard of hearing that reflect
understanding of each child's cultural needs, including a primarily visual deaf
culture where appropriate;
(C) Design a classroom environment that
maximizes opportunities for visually oriented and/or auditory learning in
students who are deaf or hard of hearing; and
(D) Plan and implement instruction for
students who are deaf or hard of hearing and who have multiple disabilities and
special needs.
(8) Standard 6: Managing
Student Social Interaction Skills – To qualify for a deaf or hard of
hearing endorsement, a candidate must have the knowledge, skills to understand
processes and opportunities for interaction and prepares students to interact
in a variety of communication situations. Standard 6 (Managing Student Social
Interaction Skills) includes:
(a) Knowledge (Managing Student Social
Interaction Skills) – Educators of students who are deaf or hard of hearing
understand:
(A) Processes for establishing ongoing interactions of students who
are deaf or hard of hearing with peers and role models who are deaf or hard of
hearing; and
(B) Opportunities for interaction with communities of individuals who
are deaf or hard of hearing on the local, State, and national levels.
(b) Skills and Abilities (Managing Student Social Interaction Skills) – Educators of
students who are deaf or hard of hearing can teach students to use interpreters
appropriately in social situations.
(9) Standard
7: Communication and Collaborative Partnerships – To qualify for a deaf or
hard of hearing endorsement, a candidate must have the knowledge, skills and
abilities to use knowledge of effective written, verbal, nonverbal, and visual
communication techniques to foster active inquiry, collaboration, and
supportive interaction among professionals, parents, paraprofessionals, and
students. Standard 7 (Communication and Collaborative Partnerships)
includes:
(a) Knowledge (Communication and Collaborative
Partnerships) – Educators of students who are deaf or hard of hearing
understand:
(A) Available resources to help
parents of children who are deaf or hard of hearing deal with their concerns
regarding educational options and communication modes/philosophies for their
children;
(B) The roles and responsibilities
of teachers and support personnel in educational practice for students who are
deaf or hard of hearing (e.g., educational interpreters, tutors, and
note-takers);
(C) The effects of communication
on the development of family relationships and strategies used to facilitate
communication in families with children who are deaf or hard of hearing; and
(D) Services provided by
governmental and non-governmental agencies or individuals in the ongoing
management of children who are deaf or hard of hearing.
(b) Skills and Abilities (Communication and Collaborative
Partnerships) – Educators of students who are deaf or hard of hearing can:
(A) Teach
students who are deaf or hard of hearing to use support personnel effectively
(e.g., educational interpreters, tutors, and note-takers);
(B) Facilitate
communication between the child who is deaf or hard of hearing and his or her
family and/or other caregivers; and
(C) Facilitate
coordination of support personnel (e.g., interpreters) to meet the diverse
communication needs of the student who is deaf or hard of hearing and his or
her primary caregivers.
(10) Standard
8: Professionalism and Ethical Practices – To qualify for a deaf or hard of
hearing endorsement, a candidate must have the knowledge, skills and abilities
to understand teaching as a profession, maintains standards of professional
conduct, and to provide leadership to improve student learning and well-being.
Standard 8 (Professional and Ethical Practices) includes:
(a) Knowledge (Professionalism and Ethical Practices)
– Educators of students who are deaf or hard of hearing understand:
(A) The process for acquiring the
needed skills in modes/philosophies of education of students who are deaf or
hard of hearing in which an individual was not prepared; and
(B) Consumer and
professional organizations, publications, and journals relevant to the field of
education of students who are deaf or hard of hearing.
(b) Skills and Abilities
(Professionalism and Ethical Practices) – Educators of students who are deaf or
hard of hearing can:
(A) Seek interaction with
adults in the deaf community to maintain/improve ASL, English signs, or cues as
consistent with program philosophy;
(B) Demonstrate the ability
to interact with a variety of individuals who are deaf or hard of hearing on an
adult-to-adult level;
(C) Provide families with
the knowledge and skills to make appropriate choices needed to enhance the
development and transition of their children who are deaf or hard of hearing;
and
(D) Participate
in the activities of professional organizations relevant to the education of
students who are deaf or hard of hearing.