National Evaluation Series™ Profile: Special Education: Hearing Impaired (808)

Content Domain IV: Working in a Collaborative Learning Community

Competencies:

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0019 Understand how to promote strong school-home relationships.

Descriptive Statement:

For example: strategies for establishing and maintaining communication with families from a variety of backgrounds; how to work collaboratively with families to promote their participation in planning and implementing their children's education; and how to provide information, training, support, counseling, and referrals to families whose children are deaf or hard of hearing.

Sample Item:

A special education teacher wants to help the parents/guardians of students who are deaf or hard of hearing gain a better understanding of the special needs of their children. The teacher could meet this objective most effectively by organizing a series of parent/guardian workshops that focus on which of the following topics?

the etiology of types of hearing impairments
procedural requirements related to the development of IEPs for students who are deaf or hard of hearing
the interpretation of student hearing assessment results
instructional techniques for students who are deaf or hard of hearing that can be applied in a variety of settings

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0020 Understand how to establish partnerships with other members of the school community to enhance learning opportunities for students who are deaf or hard of hearing.

Descriptive Statement:

For example: consultation, collaboration, and communication skills and strategies for working with other school staff and support service providers (e.g., general education teachers) to solve problems and promote student achievement; and strategies for effectively providing services in a variety of educational contexts (e.g., providing training to other teaching professionals individually and through inservice programs, coordinating instruction with other teaching professionals).

0021 Understand how to encourage school-community interactions that enhance learning opportunities for students who are deaf or hard of hearing.

Descriptive Statement:

For example: strategies for accessing and working effectively with agencies and services that can help meet the needs of students who are deaf or hard of hearing.

0022 Understand the history and philosophy of special education, key issues and trends, roles and responsibilities, and legal and ethical issues relevant to special education.

Descriptive Statement:

For example: the historical and philosophical foundations of special education and education of students who are deaf or hard of hearing; ways in which approaches to education for students who are deaf or hard of hearing have changed over time; current issues and trends in special education; legal and ethical issues in special education (e.g., confidentiality, personal involvement with students and families, student discipline); roles and responsibilities (including professional development) of teachers of students who are deaf or hard of hearing; mediation techniques; and application of special education related regulations (e.g., the Individuals with Disabilities Education Act [IDEA], Section 504 of the Rehabilitation Act, the Americans with Disabilities Act [ADA]) and guidelines (e.g., regarding referral, evaluation, eligibility, fairness, program development, due process).

Sample Item:

Beginning in the 1970s, widespread dissatisfaction with oralism as an instructional approach led most educational institutions for deaf students in the United States to adopt methods characterized by:

increased emphasis on fingerspelling.
concentration on the development of auditory skills in preference to lip reading.
development of a total communication approach.
replacement of instruction in oral skills with instruction in sign language.

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