Standard 12: Behavioral, Social, and Environmental Supports for Learning

The program ensures that candidates demonstrate knowledge and the ability to implement systems that assess, plan, and provide academic and social skill instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. The program provides candidates information on laws and regulations as they pertain to promoting behavior that is positive and self-regulatory as well as promoting safe schools.

Candidates attend a Classroom Management interactive seminar during field practice for Phase I. EHD 174.  Assessing behavior, behavior management strategies, active learning approaches, and class room management for students who are deaf or hard of hearing are taught in CDDS 264 Seminar: School Subjects.  Candidates will contrast behavior norms in a residential school setting with a general education setting, observe positive classroom behavior plans, and create their own classroom behavior management plan.  Establishing optimal linguistic environments and application of the Cummins model for DHH students is presented in CDDS 263 Seminar: Language.  Laws and regulations pertaining to promoting positive behavior are covered in CDDS 114 Education of the Exceptional Child.  Functional assessment of behavior, intervention plans, evaluating learning environments, and student classroom behaviors are addresses in CDDS 255. Candidates will learn strategies for helping parents address challenging behaviors in young children in CDDS 201.  Demonstration of knowledge and application of effective student behavior management is evaluated in final student teaching and externship with students who are deaf and hard of hearing (CDDS 258 & CDDS 268).