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? .
Wes Maynard, MBA, CI/CT, NIC Master
Executive Director, Council for the Deaf and Hard of Hearing
“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).
Hard of Hearing Adults
Parents of Deaf Child
Parent of Hard of Hearing Child President of Idaho AG Bell
Deaf/HH Center Coordinator
Adult Children of Deaf Parents
Cochlear Implant Surgeon
Parent of Cochlear Implanted Child
Deaf Adult with Cochlear Implant
Deaf School Administrator
Teacher of the Deaf
Deaf Professional Entrepreneur
Idaho Interpreter Training CoordinatorBoard Composition
One size does not fit all.
LRE is Intricately Tied to Communication.
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
-81 in the U.S. (State, Private, Charter, etc.)
-9 Have both Signing and Oral
-At least 50 have an expert Board
-40 Oral schools in U.S.
-Most are small 501(c)3 non-profits
-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.
Total = 16
Total = 7
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
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
Additional Regional Audiologists
Signing/oral Students w/Interpreters ≈ 75
Students ≈ 31