1. February 2005Pamela Luft, Ph.D. Why Deaf Education Program Graduates Are Highly Qualified Professionals Pamela Luft Kent State University pluft@kent.edu

2. February 2005Pamela Luft, Ph.D. No Child Left Behind Act of 2001, Title IX, Sec 9101 (23)(A&B) describes highly qualified as a public elementary or secondary school teacher who: Has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination and holds a license to teach in such State; and Is an elementary school teacher who holds at least a bachelor’s degree, and has demonstrated, by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum;

3. February 2005Pamela Luft, Ph.D. For secondary teachers— middle or high school: If new to the profession : –she or he holds at least a bachelor’s degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches; or successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, –a graduate degree, –coursework equivalent to an undergraduate academic major, or –advanced certification or credentialing; If not new to the profession: –she or he holds at least a bachelor’s degree and has met standards for being highly qualified through: an option for a test; or demonstrates competence in all the academic subjects in which the teacher teaches.

4. February 2005Pamela Luft, Ph.D. Deaf Education Teachers At the elementary level are highly qualified if they: –have at least a bachelor’s degree and –have passed a rigorous State test of subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum. At the middle and high school levels are highly qualified if they: –pass a rigorous state test in each of the areas for which they teach, or –have academic majors or degrees in these areas. For deaf educators who teach across multiple secondary academic content areas: –NCLBA appears to require multiple majors or degrees across, potentially, all major subject areas.

5. February 2005Pamela Luft, Ph.D. Do Secondary Deaf Educators Really Teach Secondary-Level Content? IDEA LRE requirements support inclusion settings: –unless student cannot be accommodated through supportive aids and services –with an expanded range of services includes co-teaching and collaborative teaching Students unable to be accommodated are likely to be significantly delayed in academic abilities –unless disruptive or causes danger to self or others.

6. February 2005Pamela Luft, Ph.D. Teacher Placements Under IDEA Chart of Placements

7. February 2005Pamela Luft, Ph.D. Typical teaching roles and content responsibilities Most public school teaching responsibilities maintain secondary content with general education teachers Self-contained deaf educators teach D/HH students typically functioning at elementary skill and knowledge levels –These teachers teach elementary content and also meet NCLBA content area standards for elementary teachers.

8. February 2005Pamela Luft, Ph.D. Segregated Secondary Placements Deaf educators may teach students functioning at elementary through high school skill and knowledge levels. –These teachers may need specialized content-area expertise which could be met through several existing options: Consultant content-specialty teachers Co-teaching or collaborative teaching with content specialists

9. February 2005Pamela Luft, Ph.D. Content Area Specialization General Educators: –Elementary: content area consists of basic skills –Secondary: content area consists of specialization Special and Deaf Educators: –Content area consists of special education and deaf education specialization: Disability-specific learning and accommodation strategies, curriculum and instructional adaptations This often includes 30+ hours of advanced coursework Is evaluated through state-wide testing (Praxis II)

10. February 2005Pamela Luft, Ph.D. Addressing the Exceptions D/HH students deserve access to highly trained, content-area specialists at the secondary level –One content area specialist could serve as a collaborative or co-teacher to provide curriculum and instructional guidance Special and residential schools could identify one content-specialist deaf educator for each content area –One individual has both deaf education and one content area specialization Public schools could utilize highly qualified general educators

11. February 2005Pamela Luft, Ph.D. Summary Deaf Educators should be: –Recognized for their content area specialization in deaf education Disability knowledge Accommodation strategies to ensure access Specialized curriculum and instructional methods and adaptations –Identified as bringing this content-area specialization to the classroom –Considered to be curriculum- generalists as are elementary teachers

12. February 2005Pamela Luft, Ph.D. NCLBA Next Steps: Deaf Educators are redefined as “highly qualified” based on their content-area specialization in deaf education

13. February 2005Pamela Luft, Ph.D. Those working with general education teachers will divide responsibilities according to expertise: Those working at segregated schools: -Can ensure content-area specialization through identified consultant and collaborative teachers - Deaf educators will provide instructional accommodations and adaptations - General educator will provide content-area specialization and expertise