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Idaho Deaf Education Reform. Presented By: Wes Maynard, MBA, CI/CT, NIC Master Executive Director, Council for the Deaf and Hard of Hearing. What is the Council? .

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idaho deaf education reform

Idaho Deaf Education Reform

Presented By:

Wes Maynard, MBA, CI/CT, NIC Master

Executive Director, Council for the Deaf and Hard of Hearing

what is the council
What is the Council?

“The interdepartmental and interagency planning and advisory body for the departments and agenciesof the state for programs and services affecting persons with a hearing impairment” (§ 67-7303).

board composition
Deaf ASL Users

Hard of Hearing Adults

Parents of Deaf Child

Parent of Hard of Hearing Child President of Idaho AG Bell

Deaf/HH Center Coordinator

Audiologists

Interpreters

Interpreter Educator

Adult Children of Deaf Parents

Cochlear Implant Surgeon

Speech Pathologist

Parent of Cochlear Implanted Child

Late-Deafened Adult

Deaf Adult with Cochlear Implant

Deaf School Administrator

Teacher of the Deaf

Audiology Professor

Deaf Interpreter/Translator

Deaf Professional Entrepreneur

Idaho Interpreter Training Coordinator

Board Composition
communication continuum
Communication Continuum

VA

VA

AV

A

V

Fully Visual

Mostly Visual

Equally Oriented

Mostly Auditory

Fully Auditory

JMU-GEIC

ASHA 2005

communication options
Communication Options

Manual

Oral

Signed English

Cued Speech

Auditory-Oral

ASL

student populations
Student Populations
  • Deaf/HH – Direct ASL Instruction
  • Deaf/HH – Mediated Instruction (Interpreted)
  • Deaf/HH – Auditory-Oral Instruction
  • HH – Mainstreamed
common placement options
Common Placement Options
  • Mainstreaming (Pocatello)
  • Mainstreaming with Pull-out Support (Lewiston)
  • Mainstreaming Center-based Magnet (Ponderosa)
  • Co-Enrollment Center-based Model (Sequoia in AZ)
  • Direct Instruction Center-based Magnet (Orange Cnty.)
  • Day School for the Deaf (Phoenix or Rocky Mtn.)
  • Residential School for the Deaf (ISDB)
  • Private “Option” Schools -501(c)3 (Clarke Oral School)
  • Parochial, Home, Montessori, Virtual, etc.
least restrictive environment
Least Restrictive Environment

One size does not fit all.

LRE is Intricately Tied to Communication.

least restrictive environment9
Least Restrictive Environment

U.S. Department of Education…

“The Secretary is concerned that some public agencies have misapplied

the LRE provision by presuming that placements in or closer to the

regular classroom are required for children who are deaf, without taking

into consideration the range of communication and related needs that

must be addressed in order to provide appropriate services.”

“Any setting, including a regular classroom, that prevents a child who is

deaf from receiving an appropriate education that meets his or her

needs including communication needs is not the LRE for that individual

child…”

http://www.ed.gov/about/offices/list/ocr/docs/hq9806.html

u s facts figures
U.S. Facts & Figures
  • Deaf Signing Schools

-81 in the U.S. (State, Private, Charter, etc.)

-9 Have both Signing and Oral

-At least 50 have an expert Board

  • Auditory-Oral Schools

-40 Oral schools in U.S.

-Most are small 501(c)3 non-profits

u s facts figures11
U.S. Facts & Figures
  • Deaf Signing Schools

-69 State-operated deaf schools in U.S.

-56 with residential component

-13 Day schools

-Three states have no school

-Nebraska (students can go to Iowa School for the Deaf)

-Nevada (Las Vegas charter coming in August 2007)

-Wyoming (students can go to Montana)

-Several state-operated schools have implemented an oral program

“Washington School for the Deaf: Models of Education and Service Delivery” by Barbara McLain and Annie Pennucci, June 2002.

idaho facts and figures
Idaho Facts and Figures
  • ISDB
  • Birth to 21
  • Any degree of hearing loss
  • Students on “monitor” basis with no IEP/504
  • Students with multiple disabilities
  • Students at private/home/parochial schools
  • Ongoing data collection throughout the year
  • SDE
  • Age 3 to 21
  • Once-a-year snapshot from districts in the Child Count report
  • Only students on IEPs
  • Students whose primary disability is hearing loss
idaho facts figures
Idaho Facts & Figures
  • Total Deaf/HH & Deaf-Blind =600 (as of May 31, 2006)
      • Deaf/HH Using Sign = 150
      • Oral Deaf = 31
      • Deaf-Blind = 20
      • Hard of Hearing= 400 (plus 2,000 more unidentified)
      • ISDB Gooding Campus = 43
      • Outreach Students = 555
idaho facts figures14

Treasure Valley = 59

Idaho Facts & Figures
  • Signing Students by Region – All Ages

Total = 150

3

20

21

38

21

39

8

idaho facts figures15

Treasure Valley = 31

Idaho Facts & Figures
  • Signing Students by Region – (Ages 10-21)

Total = 75

1

8

7

22

9

23

6

idaho facts figures16

Treasure Valley = 32

Idaho Facts & Figures

Statewide Implanted

Students by Region

Total = 60

6

3

8

23

7

9

4

idaho facts figures17
Idaho Facts & Figures
  • Statewide Implanted Students
idaho facts figures18

Treasure Valley = 20

Idaho Facts & Figures
  • Auditory-Oral Implanted Students

A/O Implanted

Students by

Region

Total = 31

5

0

1

18

2

2

3

idaho facts figures19
Idaho Facts & Figures
  • Auditory-Oral Implanted Students by Age
idaho facts figures20
Idaho Facts & Figures
  • Deaf/HH – ISDB Gooding Campus = 43 (*now 45)
idaho facts figures21

Treasure Valley Total = 11

Idaho Facts & Figures
  • Deaf/HH –ISDB Gooding Campus

Gooding Campus

Students’ Hometowns

0

2

6

4

24

3

5

idaho facts figures22
Idaho Facts & Figures
  • Deaf/HH – ISDB Gooding Campus
idaho facts figures23
Idaho Facts & Figures
  • Existing Regional Mainstreaming Programs
idaho facts figures24

Treasure Valley = 32

Idaho Facts & Figures
  • Interpreters by Region

Total = 71

6

7

6

21

11

12

8

idaho facts figures25
Idaho Facts & Figures
  • Outreach Consultants by Region

Total = 16

1

1

2

7

2

2

1

idaho facts figures26
Idaho Facts & Figures
  • Audiologists by Region

Total = 7

2

0

1

2

0

2

1

summary of recommendations
Summary of Recommendations
  • Maintain a centralized administration entity to oversee the statewide deaf/hh education delivery system rather than decentralizing or regionalizing the oversight function. CDHH to become the oversight entity.
  • Use the CDHH Board of Directors as the permanent deaf education oversight board.
  • Provide CDHH with legislative funding and authority to immediately hire an expert transition administrator to design the modified delivery system.
summary of recommendations28
Summary of Recommendations

4. Ensure that four quality programs are provided and properly funded to serve the four unique types of deaf/hh students.

a. A direct-instruction deaf school with a residential component in an optimal location for deaf/hh students who communicate in sign language. ≈ 75 Students

b. Increased local support and funding in mainstream settings for deaf/hh students who receive instruction through interpreters. ≈ 75 Students

c. A quality auditory-oral program(s) for students who communicate orally/aurally.

≈ 31 Students

d. Three additional audiologists in strategic locations throughout the state to serve hard of hearing students in mainstream settings. ≈ 2,400 Students

slide29

CDHH

CDHH Board of Directors as the Permanent Oversight Board

Expert Deaf/HH Education Administrator with Directors, Coordinators, and Employees of Functional Areas

Four Programs for Four Student Types with Proper

Management, Funding, and Locations

Deaf School with Residential Component in Optimal Location

Increased Funding for Existing Regional Programs

Auditory-Oral School/Programs

Additional Regional Audiologists

Signing Students

≈ 75

Signing/oral Students w/Interpreters ≈ 75

Auditory-Oral

Students ≈ 31

HH Students

≈ 2,400

contact information
Contact Information

Wes Maynard

maynardw@idhw.state.id.us

www.cdhh.idaho.gov

208-334-0879