1 / 12

Communication Access and Quality Education for Deaf and Hard of Hearing Children

Communication Access and Quality Education for Deaf and Hard of Hearing Children. The Report of the California Deaf and Hard of Hearing Education Advisory Task Force California Department of Education Sacramento, 1999. Recommendation I.

aisha
Download Presentation

Communication Access and Quality Education for Deaf and Hard of Hearing Children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communication Access and Quality Education for Deaf and Hard of Hearing Children The Report of the California Deaf and Hard of Hearing Education Advisory Task Force California Department of Education Sacramento, 1999

  2. Recommendation I • California should Implement a coordinated, statewide, regional education delivery system for deaf and hard of hearing students.

  3. A. California should enact legislation to mandate regionalized programs. Attempted (unsuccessful) B. The county superintendent of schools should develop the regionalization plan. Success in some areas (voluntarily) Recommendation I

  4. C. The California Department of Education must provide leadership, technical assistance, and support by qualified, knowledgeable, professional staff. DHH Consultant position created (partially accomplished) D. The California State Board of Education should adopt a policy emphasizing the central role of communication in the development and education of deaf and hard of hearing children. Not accomplished Recommendation I

  5. E. An interagency, multidisciplinary task force should be established immediately to address the needs of services and programs serving deaf and hard of hearing students who have multiple handicaps. Task force was established, but could not reach consensus. F. An early identification and referral system should be established. DONE! Recommendation I

  6. Recommendation II • Criteria for quality deaf and hard of hearing programs should be implemented. • Programs for Deaf and Hard of Hearing Students: Guidelines for Quality Standards, CDE, 2000

  7. Recommendation III • Programs serving deaf and hard of hearing children should have standards, assessment, and accountability for student achievement. • Deaf and hard of hearing students participate in the State Testing and Reporting (STAR) program. • Beginning 2006, deaf and hard of hearing students must pass the California High School Exit Exam to earn a diploma of high school graduation.

  8. Recommendation IV • The California Department of Education, institutions of higher education, the California Commission on Teacher Credentialing, and other agencies should collaborate to recruit and train staff.

  9. A. CDE should have a central role in ensuring appropriate professional training for new and current staff. B. Institutions of higher education and the California Commission on Teacher Credentialing should implement courses related to education hard of hearing children. MCHB grant will provide training for early intervention staff. CTC standards for DHH teachers are based on CED standards. CTC is scheduled to reauthorize special education credentials in 2006. Recommendation IV

  10. A system of parent and community education and involvement should be established. Relationship with state parent organization (IMPACT) Parents sit on all task forces/workgroups. Established system?? Recommendation V

  11. Recommendation VI • The current funding system should be modified and provide sufficient resources for a quality education for deaf and hard of hearing students. • Not accomplished. • Huge barrier.

  12. Barriers • Money (Perception that regionalization will cost more) • LRE/Natural Environments • Local control issues • Lack of evidence that academic performance of students in regional programs is superior to that of other students.

More Related