Utah Admin. Code 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.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
(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 Utah State Board of Education;
(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 the passage of a deaf education content knowledge assessment approved by the Superintendent;
(e) 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 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.