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QUALIFICATIONS: Professional Educator License: Endorsement in Deaf /Hard of Hearing

Meets the highly qualified requirements as a D/HH teacher and for the grade level/core academic subject area(s) in which the teacher is assigned.

FUNCTION: Provides services to students meeting the criteria and identified as having deaf or hard of hearing eligibility so educational and functional progress can be enhanced. PROGRAM: The Deaf/Hard of Hearing classroom teacher serves students who require educational services due to a hearing loss. The Deaf/Hard of Hearing classroom teacher addresses the unique educational, communication, and social/emotional needs of the student with hearing loss and provides guidance to the student's family and school personnel. The special education teacher understands the philosophical, historical, and legal foundations of special education. The special education teacher understands how students differ in their approaches to learning; creates instructional opportunities that are adapted to diverse learners; understands instructional planning; and designs instruction based on knowledge of the discipline, student, community, and curriculum goals; of all students ages three through twenty-one. In planning and preparation, the teacher demonstrates knowledge of content, students, instructional outcomes, resources, instructional practice, and designing assessments. THE D/HH CLASSROOM TEACHER: • Develops short and long-range plans consistent with curriculum goals, learners' diversity, and learning theory. • Demonstrates a working knowledge of hearing aids, cochlear implants, FM equipment (including use and troubleshooting) and the interpretation of audiograms. • Reviews/ obtains updated, available audiological/medical information regarding the student's degree/type of hearing loss, discrimination ability, and use of amplification, and shares this knowledge with parents, teachers, and other appropriate staff. This information is used in planning for the student's instructional and environmental needs and necessary accommodations/modifications. • Effectively summarizes verbally and/or in a written format, audiological information for staffings and inservices. • Provides inservice (formal and informal) for mainstream teachers and other support personnel as appropriate, including suggestions for environmental modifications, preferential seating, communication, understanding the impact of hearing loss, and use of a hearing aide, sign language interpreter, or FM (as applicable) • Effectively communicates/consults with staff, including general education and special education teachers, related services personnel, and nurses. • Demonstrates understanding and application of the hearing referral process for identification of students with hearing loss, and the monitoring of students with known hearing loss. • Utilizes strong organizational skills and flexibility to establish and maintain appropriate schedules for direct service, consultation, identification of students with hearing loss, assessment, and FM monitoring. • Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range. • Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds. • Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior, and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior. • Understands the Common Core Standards and prepares effective instructional strategies and resources for teaching the scope and sequence in the academic, social, and vocational curricular domains in the general curriculum. • Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (i.e. domestic, recreation/leisure, vocational, and community). • Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student's individual needs. • Prepares and utilizes assessment methodologies to adapt to individual students as appropriate, including physical adaptations to meet a student's individual needs. • Maintains and inventories curriculum and assistive/adaptive technology. • Plans and prepares for IEP and parent meetings.