New mexico collaborative service delivery model for students who are deaf and hard of hearing
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New Mexico Collaborative Service Delivery Model for Students Who are Deaf and Hard of Hearing. Unique characteristics of the Land of Enchantment. Geography and size: 5 th largest state Demographics 36 th in population – is mostly rural Cultural and linguistic diversity

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New Mexico Collaborative Service Delivery Model for Students Who are Deaf and Hard of Hearing

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New Mexico Collaborative Service Delivery Model for Students Who are Deaf and Hard of Hearing


Unique characteristics of the Land of Enchantment

  • Geography and size: 5th largest state

  • Demographics

    • 36th in population – is mostly rural

    • Cultural and linguistic diversity

    • Social economic and education realities


New Mexico’s Uniqueness

NMUSA

Below 18%12%

poverty

Non-English37%18%

Hispanic42%12.5%

Native Am.10%1%

Persons per1580

sq mile


Overview of Education of the Deaf and Hard of Hearing Issues in NM

  • Systems (NMSD, PED, DOH, CDHH, BIA)

  • Formation of the Task Force and its Report

  • Educational Bill of Rights for the Deaf and Hard of Hearing

  • NMSD’s Dual Role – its Vision and Mission


Current Initiatives

  • Early Childhood

    • Statewide Birth – 6

    • Public Schools and Headstart

    • Satellite Preschools/Kindergarten


Current Initiatives

  • School Age

    • Educational Support to Public Schools

    • Center for Information, Training and Professional Development

    • Liaison

    • Student Evaluations


Current Initiatives (cont.)

  • Projects

    • New Mexico Hands and Voices

    • Professional Development Scholarship Awards

    • Recommended Practices Materials

    • Communication Considerations IEP Addendum and Training

    • Outreach Evaluation Restructure

    • Support to Educational Interpreters

    • NBHS and Early Intervention Hearing Screening


Current Initiatives (cont.)

  • Challenges and Gaps

    • Resources (staff and critical mass) to both rural areas and population centers

    • Measuring student outcomes of initiatives and projects

    • Education of general and special education professionals and families on the impact of hearing loss and the critical nature of intact language to academic and social success

    • Collaborative planning and decision making


Current Initiatives (cont.)

  • Next Steps

    • Building Capacity

    • Strengthening Connections

    • Clarifying roles and relationship between PED and NMSD

    • Measuring outcomes for efficacy


Thank you!


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