In addition to the Special Education Program standards: Transition and Transitional planning each candidate demonstrates knowledge and advocacy skills related to the various transitions experienced by students who are deaf or hard-of-hearing, including those who are deaf-blind and/or those with additional disabilities, as they move from infancy to adulthood.
In addition to the information related to transition planning in CDDS 114 Education of Exceptional Children, candidates review transition from services for infants to services for preschool age students,Part C to Part B in CDDS 201 Students write a sample IFSP and review working as part of a multidisciplinary team. Candidates write a sample IEP in CDDS 255 Assessments. Writing of transition plans and discussion board questions prompts regarding transition planning are included in CDDS 263 and adult transition planning is covered in CDDS 255. Designated instructional services are discussed in CDDS 114. Candidates receive hands-on training with hearing aids and other assistive technology for supporting students who are deaf or hard of hearing in the school environment. Candidates in the teacher training program benefit from ongoing partnership with the local service provider, Deaf and Hard of Hearing Service Center (DHHSC).
The American Sign Language (ASL) Club on the Fresno State campus and the faculty collaborate with DHHSC to sponsor an annual event, Celebration of Diversity, for students who are deaf and hard of hearing in the Central Valley. DHHSC staff, video relay company representatives, and California Telephone Access Program (CTAP) staff share information about their products and services with the students, school staff and parents who attend the event each spring.Candidates participate in the IEP process in the practicum placement in CDDS 260, final student teaching CDDS 258 and in the externship CDDS 268.