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Idaho Deaf Education Reform

Idaho Deaf Education Reform. Presented By: Wes Maynard, MBA, CI/CT, NIC Master Executive Director, Council for the Deaf and Hard of Hearing. What is the Council? .

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Idaho Deaf Education Reform

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  1. Idaho Deaf Education Reform Presented By: Wes Maynard, MBA, CI/CT, NIC Master Executive Director, Council for the Deaf and Hard of Hearing

  2. What is the Council? “The interdepartmental and interagency planning and advisory body for the departments and agenciesof the state for programs and services affecting persons with a hearing impairment” (§ 67-7303).

  3. Deaf ASL Users Hard of Hearing Adults Parents of Deaf Child Parent of Hard of Hearing Child President of Idaho AG Bell Deaf/HH Center Coordinator Audiologists Interpreters Interpreter Educator Adult Children of Deaf Parents Cochlear Implant Surgeon Speech Pathologist Parent of Cochlear Implanted Child Late-Deafened Adult Deaf Adult with Cochlear Implant Deaf School Administrator Teacher of the Deaf Audiology Professor Deaf Interpreter/Translator Deaf Professional Entrepreneur Idaho Interpreter Training Coordinator Board Composition

  4. Communication Continuum VA VA AV A V Fully Visual Mostly Visual Equally Oriented Mostly Auditory Fully Auditory JMU-GEIC ASHA 2005

  5. Communication Options Manual Oral Signed English Cued Speech Auditory-Oral ASL

  6. Student Populations • Deaf/HH – Direct ASL Instruction • Deaf/HH – Mediated Instruction (Interpreted) • Deaf/HH – Auditory-Oral Instruction • HH – Mainstreamed

  7. Common Placement Options • Mainstreaming (Pocatello) • Mainstreaming with Pull-out Support (Lewiston) • Mainstreaming Center-based Magnet (Ponderosa) • Co-Enrollment Center-based Model (Sequoia in AZ) • Direct Instruction Center-based Magnet (Orange Cnty.) • Day School for the Deaf (Phoenix or Rocky Mtn.) • Residential School for the Deaf (ISDB) • Private “Option” Schools -501(c)3 (Clarke Oral School) • Parochial, Home, Montessori, Virtual, etc.

  8. Least Restrictive Environment One size does not fit all. LRE is Intricately Tied to Communication.

  9. Least Restrictive Environment U.S. Department of Education… “The Secretary is concerned that some public agencies have misapplied the LRE provision by presuming that placements in or closer to the regular classroom are required for children who are deaf, without taking into consideration the range of communication and related needs that must be addressed in order to provide appropriate services.” “Any setting, including a regular classroom, that prevents a child who is deaf from receiving an appropriate education that meets his or her needs including communication needs is not the LRE for that individual child…” http://www.ed.gov/about/offices/list/ocr/docs/hq9806.html

  10. U.S. Facts & Figures • Deaf Signing Schools -81 in the U.S. (State, Private, Charter, etc.) -9 Have both Signing and Oral -At least 50 have an expert Board • Auditory-Oral Schools -40 Oral schools in U.S. -Most are small 501(c)3 non-profits

  11. U.S. Facts & Figures • Deaf Signing Schools -69 State-operated deaf schools in U.S. -56 with residential component -13 Day schools -Three states have no school -Nebraska (students can go to Iowa School for the Deaf) -Nevada (Las Vegas charter coming in August 2007) -Wyoming (students can go to Montana) -Several state-operated schools have implemented an oral program “Washington School for the Deaf: Models of Education and Service Delivery” by Barbara McLain and Annie Pennucci, June 2002.

  12. Idaho Facts and Figures • ISDB • Birth to 21 • Any degree of hearing loss • Students on “monitor” basis with no IEP/504 • Students with multiple disabilities • Students at private/home/parochial schools • Ongoing data collection throughout the year • SDE • Age 3 to 21 • Once-a-year snapshot from districts in the Child Count report • Only students on IEPs • Students whose primary disability is hearing loss

  13. Idaho Facts & Figures • Total Deaf/HH & Deaf-Blind =600 (as of May 31, 2006) • Deaf/HH Using Sign = 150 • Oral Deaf = 31 • Deaf-Blind = 20 • Hard of Hearing= 400 (plus 2,000 more unidentified) • ISDB Gooding Campus = 43 • Outreach Students = 555

  14. Treasure Valley = 59 Idaho Facts & Figures • Signing Students by Region – All Ages Total = 150 3 20 21 38 21 39 8

  15. Treasure Valley = 31 Idaho Facts & Figures • Signing Students by Region – (Ages 10-21) Total = 75 1 8 7 22 9 23 6

  16. Treasure Valley = 32 Idaho Facts & Figures Statewide Implanted Students by Region Total = 60 6 3 8 23 7 9 4

  17. Idaho Facts & Figures • Statewide Implanted Students

  18. Treasure Valley = 20 Idaho Facts & Figures • Auditory-Oral Implanted Students A/O Implanted Students by Region Total = 31 5 0 1 18 2 2 3

  19. Idaho Facts & Figures • Auditory-Oral Implanted Students by Age

  20. Idaho Facts & Figures • Deaf/HH – ISDB Gooding Campus = 43 (*now 45)

  21. Treasure Valley Total = 11 Idaho Facts & Figures • Deaf/HH –ISDB Gooding Campus Gooding Campus Students’ Hometowns 0 2 6 4 24 3 5

  22. Idaho Facts & Figures • Deaf/HH – ISDB Gooding Campus

  23. Idaho Facts & Figures • Existing Regional Mainstreaming Programs

  24. Treasure Valley = 32 Idaho Facts & Figures • Interpreters by Region Total = 71 6 7 6 21 11 12 8

  25. Idaho Facts & Figures • Outreach Consultants by Region Total = 16 1 1 2 7 2 2 1

  26. Idaho Facts & Figures • Audiologists by Region Total = 7 2 0 1 2 0 2 1

  27. Summary of Recommendations • Maintain a centralized administration entity to oversee the statewide deaf/hh education delivery system rather than decentralizing or regionalizing the oversight function. CDHH to become the oversight entity. • Use the CDHH Board of Directors as the permanent deaf education oversight board. • Provide CDHH with legislative funding and authority to immediately hire an expert transition administrator to design the modified delivery system.

  28. Summary of Recommendations 4. Ensure that four quality programs are provided and properly funded to serve the four unique types of deaf/hh students. a. A direct-instruction deaf school with a residential component in an optimal location for deaf/hh students who communicate in sign language. ≈ 75 Students b. Increased local support and funding in mainstream settings for deaf/hh students who receive instruction through interpreters. ≈ 75 Students c. A quality auditory-oral program(s) for students who communicate orally/aurally. ≈ 31 Students d. Three additional audiologists in strategic locations throughout the state to serve hard of hearing students in mainstream settings. ≈ 2,400 Students

  29. CDHH CDHH Board of Directors as the Permanent Oversight Board Expert Deaf/HH Education Administrator with Directors, Coordinators, and Employees of Functional Areas Four Programs for Four Student Types with Proper Management, Funding, and Locations Deaf School with Residential Component in Optimal Location Increased Funding for Existing Regional Programs Auditory-Oral School/Programs Additional Regional Audiologists Signing Students ≈ 75 Signing/oral Students w/Interpreters ≈ 75 Auditory-Oral Students ≈ 31 HH Students ≈ 2,400

  30. Contact Information Wes Maynard maynardw@idhw.state.id.us www.cdhh.idaho.gov 208-334-0879

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