R277-304-8. Deaf Education Preparation Programs

(1) Before approval by the Board, a deaf education preparation program shall: (a) be operated by or partnered with a Utah institution of higher education or the Board; (b) be aligned with the National Association of State Directors of Special Education, Inc., Optimizing Outcomes for Students who are Deaf or Hard of Hearing, Educational Service Guidelines, Third Edition; (c) be focused on one or more of the following areas: (i) teaching students who are deaf or hard of hearing from birth to age five using both listening and spoken language strategies and American Sign Language; (ii) teaching students who are deaf or hard of hearing with listening and spoken language strategies; or (iii) teaching students who are deaf or hard of hearing with strategies that promote the development of American Sign Language and English literacy across the curriculum; (d) require competency in: (i) the areas detailed in Subsections R277-304-4(4) through (7). (ii) legal and ethical issues surrounding special education, including: (A) the IDEA; (B) the Special Education Rules Manual incorporated by reference in Section R277-750-2; and (C) all other applicable statutes and Board rules; (iii) addressing specific linguistic and cultural needs of deaf and hard of hearing students throughout the curriculum; (iv) skills for incorporating language into all aspects of the curriculum; (v) pedagogical skills unique to teaching reading, writing, mathematics, and other content areas to deaf and hard of hearing students; (vi) basic fluency in the use of American Sign Language; (vii) knowledge of the audiological and physiological components of audition; (viii) skills for teaching speech to deaf and hard of hearing students; (ix) the socio-cultural and psychological implications of hearing loss; and (x) assessing and addressing the educational needs and educational progress of deaf and hard of hearing students. (2) For a program candidate accepted after January 1, 2020, a deaf or hard of hearing education preparation program shall require multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following: (a) all requirements outlined in Subsections R277-304-4(4) through (7); (b) for a program focused on Subsection R277-304-8(1)(c)(i): (i) assessing early childhood language development and assessment in American Sign Language and spoken English; (ii) working with families with students who are deaf or hard of hearing while respecting a variety of communication modalities; (iii) integrating language, speech, and listening into everyday activities; (iv) sharing knowledge with families with students who are deaf or hard of hearing about the complexities of deaf culture, including norms and behaviors of the deaf community; (v) developing auditory perception in children and educating parents about developmental milestones for listening skills; and (vi) proficiency in American Sign Language as demonstrate by passing an assessment approved by the Superintendent; (c) for a program focused on Subsection R277-304-8(1)(c)(ii): (i) developing auditory perception in children and strategies for developing listening and spoken language in deaf and hard of hearing students; (ii) demonstrating understanding and expertise regarding early childhood spoken language development; (iii) involving family members with students who are deaf or hard of hearing in learning and therapeutic activities; (iv) integrating speech, listening, and spoken language in preschool and early elementary content areas; and (v) integrating current listening technology, including troubleshooting such technology; and (d) for a program focused on Subsection R277-304-8(1)(c)(iii): (i) integrating American Sign Language into instruction of core academic content for all school-age students; (ii) enhancing bilingual literacy of students who are deaf or hard of hearing in both American Sign Language and English; (iii) integrating respect and understanding of deaf culture into instruction; (iv) demonstrating understanding and expertise regarding American Sign Language, language development; and (v) proficiency in American Sign Language as demonstrated by passing an assessment approved by the Superintendent.