Standard 4: Effective Communication and Collaborative Partnerships
The program provides instruction in communicating, collaborating and consulting effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention strategies, Section 504, IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs. The program informs candidates of the importance of communicating effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners.
The program emphasizes communication strategies with students who are deaf or hard of hearing throughout the program. Strategies for communicating with parents and caregivers are discussed in CDDS 141 Deaf Children and Their Parents, in CDDS 201 Interviewing and Counseling in Communicative Disorders and Deaf Studies, and in CDDS 202 Aural Rehabilitation. Working collaboratively with other school personnel is presented in CDDS 114 Education of Exceptional Children and discussed in-depth in CDDS 262 Seminar in Speech for Deaf and Hard of Hearing Children and Youth and CDDS 264 Seminar in School Subjects for Deaf and Hard of Hearing Children and Adults. Although most deaf and hard of hearing students are now identified through newborn hearing screening with the Early Hearing Detection and Intervention Act of 2010, Public Law No. 111-337, Stat. 3588, Response to Intervention strategies and collaboration with general education teachers and administrators are presented in CDDS 255. Communication with the business community and public/non-public agencies is part of the adult transition planning in the IEP process in CDDS 255 and the resources assignment in CDDS 264.
All field placements emphasize working in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs in CDDS 258. Advocating for deaf and hard of hearing students and their parents is an integral component of every course in the program. Collaboration skills with general education teachers and principals are acquired through multiple general education field work experiences with the Introduction to teaching course, EHD 50, the fieldwork of EHD 174 Field Study A/Grades 4-8 and EHD 178 Study B/Grades K-3
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